This project’s potential for success in student learning is highly dependent upon the teacher’s pedagogical knowledge (encouraging culturally aware and responsible sharing of information between students, facilitating peer feedback, conscientious student feedback/error correction).              Equally as important is the teacher's knowledge of digital technology (Google Apps, Chromebooks, desktop devices, Smartboard). The use of digital technology in this project when compared to paper notebooks enables collaboration while keeping the project intact. Also, the peer editing capabilities allow for multiple error corrections prior to teacher input. The use of Google Apps enables smooth transformation and “significant task redesign” (Puentedura, 2010). 

      The third essential component in the TPACK framework is the teacher's content knowledge. For this project's success, teacher's need to encourage a safe classroom environment of identity sharing and foster understanding of the roles, and contributions of linguistic, cultural, and ethnic groups in Canada aligned with the Alberta Program of Studies goal of pluralism: diversity an cohesion (Alberta Education, 2005, p. 5).

       "Expert teachers consciously and unconsciously find ways to orchestrate and coordinate technology, pedagogy, and content into every act of teaching" (Mishra & Koelher, 2009, p. 17).