16 The European Commission's support for the production of this publication does not constitute an endorsement of the contents, which reflect the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein. Project Number: 2020-1-DE03-KA226-SCH-093410 • Social, interpersonal skills • Entrepreneurship • Cultural awareness and expression Similarly, the framework for 21st Century Learning5 defines the importance of the following skills: • Life and career skills (flexibility, adjustability, responsibility, productivity, leadership, etc.) • Learning and Innovation Skills (the 4 C’s: critical thinking, communication, collaboration, creativity) • Information, media, and technology skills (digital citizenship) One of the most widely used frameworks for effective technology integration is the TPACK model. In this part, we will propose some practical guidelines on how to use the model as a guide, based on the findings from our research. Based on the model, there are three core areas where educators should exhibit expertise: the Content Knowledge that is the knowledge of the subject field an educator is teaching; the Pedagogical Knowledge which is the knowledge of how one should teach; and the Technology Knowledge which is the knowledge of the tech tools and resources (i.e., how to use them in your professional and everyday life). These areas are then intertwined based on how they influence each other, in an interdisciplinary way: the content-subject can be taught in various ways (Pedagogical Content Knowledge), supported differently from the existing technologies (Technological Content Knowledge). Following these, the pedagogy we choose to apply changes according to the technology we use; some tools are facilitators while others have limited capabilities (Technological Pedagogical Knowledge). Similarly, in the framework of virtual schooling, we must know in depth the subject matter we teach, and which concepts and theories learners should master by a certain age. The focus though should be on identifying the affordances of the subject to be taught, its distinct features and the restrictions imposed (e.g., it is required that we have laboratories to execute experiments, musical instruments, literature texts, etc.), to organise and structure the content accordingly. Then, we should have deep knowledge of the pedagogies that exist, their benefits and limitations in an online environment; specific teaching strategies, methods, approaches (e.g., inquiry-based learning, differentiation and adaptation of instruction, game-based learning, simulation etc.) will allow us to form the online activities and assessment in line with our learning objectives. In this context, the technology will be the backbone of teaching and learning. On the one hand, we should know the way 5 https://www.battelleforkids.org/networks/p21/frameworks-resources
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