TPACK Explained
Published on September 24, 2012 by mkoehler
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of
knowledge required by teachers for technology integration in their teaching, while
addressing the complex, multifaceted and situated nature of teacher knowledge. The
TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
The Seven Components of TPACK
TPACK Image (rights free). Click to learn
more about how to use this image in your own works.
At the heart of the TPACK framework, is the complex interplay of three primary forms of
knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach
goes beyond seeing these three knowledge bases in isolation. The TPACK framework
goes further by emphasizing the kinds of knowledge that lie at the intersections between
three primary forms: Pedagogical Content Knowledge (PCK), Technological Content
Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological
Pedagogical Content Knowledge (TPACK).
Effective technology integration for pedagogy around specific subject matter requires
developing sensitivity to the dynamic, transactional relationship between these
components of knowledge situated in unique contexts. Individual teachers, grade-level,
school-specific factors, demographics, culture, and other factors ensure that every
situation is unique, and no single combination of content, technology, and pedagogy will
apply for every teacher, every course, or every view of teaching.
Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to
be learned or taught. The content to be covered in middle school science or
history is different from the content to be covered in an undergraduate course on
art appreciation or a graduate seminar on astrophysics… As Shulman (1986)
noted, this knowledge would include knowledge of concepts, theories, ideas,
organizational frameworks, knowledge of evidence and proof, as well as
established practices and approaches toward developing such knowledge”
(Koehler & Mishra, 2009).
Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the
processes and practices or methods of teaching and learning. They encompass,
among other things, overall educational purposes, values, and aims. This generic
form of knowledge applies to understanding how students learn, general
classroom management skills, lesson planning, and student assessment.”
(Koehler & Mishra, 2009).
Technology Knowledge (TK) – Knowledge about certain ways of thinking about,
and working with technology, tools and resources. and working with technology
can apply to all technology tools and resources. This includes understanding
information technology broadly enough to apply it productively at work and in
everyday life, being able to recognize when information technology can assist or
impede the achievement of a goal, and being able continually adapt to changes in
information technology (Koehler & Mishra, 2009).
Pedagogical Content Knowledge (PCK) – “Consistent with and similar to
Shulman’s idea of knowledge of pedagogy that is applicable to the teaching of
specific content. Central to Shulman’s conceptualization of PCK is the notion of
the transformation of the subject matter for teaching. Specifically, according to
Shulman (1986), this transformation occurs as the teacher interprets the subject
matter, finds multiple ways to represent it, and adapts and tailors the
instructional materials to alternative conceptions and students’ prior knowledge.
PCK covers the core business of teaching, learning, curriculum, assessment and
reporting, such as the conditions that promote learning and the links among
curriculum, assessment, and pedagogy” (Koehler & Mishra, 2009).
Technological Content Knowledge (TCK) – “An understanding of the manner
in which technology and content influence and constrain one another. Teachers
need to master more than the subject matter they teach; they must also have a
deep understanding of the manner in which the subject matter (or the kinds of
representations that can be constructed) can be changed by the application of
particular technologies. Teachers need to understand which specific technologies
are best suited for addressing subject-matter learning in their domains and how
the content dictates or perhaps even changes the technology—or vice versa”
(Koehler & Mishra, 2009).
Technological Pedagogical Knowledge (TPK) – “An understanding of how
teaching and learning can change when particular technologies are used in
particular ways. This includes knowing the pedagogical affordances and
constraints of a range of technological tools as they relate to disciplinarily and
developmentally appropriate pedagogical designs and strategies” (Koehler &
Mishra, 2009).
Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly
meaningful and deeply skilled teaching with technology, TPACK is different from
knowledge of all three concepts individually. Instead, TPACK is the basis of
effective teaching with technology, requiring an understanding of the
representation of concepts using technologies; pedagogical techniques that use
technologies in constructive ways to teach content; knowledge of what makes
concepts difficult or easy to learn and how technology can help redress some of
the problems that students face; knowledge of students’ prior knowledge and
theories of epistemology; and knowledge of how technologies can be used to
build on existing knowledge to develop new epistemologies or strengthen old
ones” (Koehler & Mishra, 2009).
History and Ownership TPACK
TPACK is not a brand new idea, nor is it owned by anyone. A range of other scholars have
argued that that knowledge about technology cannot be treated as context-free, and
that good teaching requires an understanding of how technology relates to the pedagogy
and content. The TPACK framework is gaining popularity amongst researchers and
scholars. This makes tracking the progress of TPACK difficult, but for those getting
started, the seminal description of TPACK (by that particular name) can be found
in Mishra and Koehler, 2006.
Many people continue to develop the TPACK framework conceptually, theoretically, and
empirically. Check out the TPACK Library section for more information.
Learning More about TPACK
This document is meant to be a gentle introduction to the TPACK framework, you can
learn more by exploring the rest of the [Link] website, or by clicking on the TPACK
Academy section of the site.
References
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A
framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:
10.1111/j.1467-9620.2006.00684.x.
Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.