Khan, S. (2011) New pedagogies on teaching science with computer simulations. Journal of Science Education and Technology 20:3. pp 215–232. doi:10.1007/s10956-010-9247-2
Khan’s journal article on T-GEM (Technology – Generate-Evaluate-Modify) thoroughly examines how one teacher used computer simulations in science over three semesters. T-GEM is a cyclical pedagogical method for teaching/learning with technology. The case study model (versus survey research) was chosen to yield more detailed and specific accounts in a complex setting. Interestingly enough, it was also chosen because case studies help transform a reader’s understanding, which is exactly what they did with this reader.
Generate = approach
Evaluate = heuristics
Modify = impact
Now do it all with Technology
The author focused on impact, consistent with patterns of other authors cited, and how teachers can use affordances of simulation tools consistent with the pedagogy specific to their content. Khan sought to add how to teach with simulations to an extensive library of existing research on the general use of it in science classrooms. With effective flow and transition between thoughts, the tables and graphics presented were applied appropriately and complemented the writing style.
The article takes great care to explain the differences between PCK, TCK, and TPK, and how they vary with application of domain and content. This was a simple (and perfect in my opinion) explanation of the different framework which could be used by a teacher in applying technology to pedagogy and curriculum. It was well-organized, well-supported, easy to read, and I especially appreciated the inclusion of the survey as the appendix. Good reference tool for framework, and how to effectively combine observations and conversations with survey data.