ABSTRACT
In educational settings, frameworks for thinking about enhancing, amplifying, and transforming learning provide a way to improve and optimize student learning. Some well-known technology-influenced models such as TPACK, and other frameworks not as well-known such as TIPC and EMSCI, have well identified goals explained in this chapter. TPACK is an extension of Schulman’s work on Pedagogical Content Knowledge (1986). The addition of Technological Knowledge by Mishra and Koehler created TPACK. Two other models, TIPC and EMSCI, provide assistance in planning technology integration and teaching students independent use of technology. All three of these models and frameworks meld well with Universal Design for Learning principles and guidelines as they all support active and intentional technology integration and lesson design. Now that technology is an added element in pedagogy, it is vital for teachers to consider the effectiveness of technology integration in terms of whether it supports a learning goal or hinders it. TPACK, TIPC, and EMSCI provide a compass for supporting decision-making in classrooms while UDL offers an avenue to consider the context and learner variabilities in each classroom. This chapter addresses the need to embed technology into instruction in order to create learning possibilities not previously possible.
