TPACK: Technological Pedagogical Content Knowledge
Overview
Technological Pedagogical Content Knowledge (TPACK, formerly known as TPCK), is a conceptual framework designed to illustrate the intricate interplay and characteristics of teacher knowledge and technology integration in education. In 2006, scholars Mishra and Punya built on Shulman’s concept of Pedagogical Content Knowledge by extending the concept to include not only Content Knowledge (C) and Pedagogy Knowledge (P) but also Technology Knowledge (TK). The TPACK framework is grounded in an understanding that quality teaching and learning do not occur when the three knowledge bases exist separately, but that meaningful and engaged learning happens when there is an interplay and relationship between the three. The relationships among the three knowledge bases are illustrated in the figure below.
TPACK is "a way of thinking about the knowledge teachers need to understand to integrate technology effectively into their classrooms (Mishra & Koehler, 2008)." Teachers who exhibit best practices with technology are "creative, flexible, and adapt ways in which they navigate the constraints, affordances, and interactions within TPACK framework. (Mishra & Koehler, 2008)."
True technology integration is a thoughtful approach in which teachers understand how to relate concepts with technologies, demonstrate creative pedagogical practice, and facilitate technology use in ways to teach content and skills with a student centered approach.
Examples of TPACK in Education
| Higher Education Faculty & Preservice Teachers | Inservice Teachers |
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| Contemporary Issues in Technology and Teacher Education
Call for Special Issue Papers
Technology, Pedagogy, and Content Knowledge
Issue 9(1), March 2009
CITE Journal announces a call for papers for a special issue of the journal on the topic of “Technology, Pedagogy, and Content Knowledge.” Accepted papers would appear in Volume 9(1) to be published in March 2009.
Scholarly articles may report research describing (a) teachers or preservice teachers who demonstrate “TPACK” (also known as TPCK) in the K-12 classroom; (b) teachers/preservice teachers in the process of developing TPACK; or (c) teacher education programs with demonstrated success in developing TPACK in their graduates. | |
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Additional Resources
Punya Mishra's Web
Dr. Matthew J. Koehler
Teachers, Creativity & TPACK, Keynote presentation at AERA 2008********
TPCK: Technological Pedagogical Content Knowledge, wiki
Papers from AERA, New York 2008
Introduction to TPACK
Bridging the Digital and Cultural Divides
TPACK in Pre-Service Teacher Education
TPACK in In-Service Teacher Education
ReferencesKoehler, M. & Mishra, P. (2008, March). Introducing technological pedagogical content knowledge. Paper presented at the Annual meeting of the American Education Research Association, New York City, NY. Retrieved on July 19, 2008 from http://punya.educ.msu.edu/2008/03/11/tpack-aera-new-york/
Koehler, M. & Mishra, P. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. Retrieved on July 19, 2008 from http://www.tcrecord.org/Content.asp?ContentID=12516
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