Technological Pedagogical Content Knowledge
Encyclopedia
Technological Pedagogical Content Knowledge (TPACK) is a framework to understand and describe the kinds of knowledge
needed by a teacher
for effective pedagogical practice in a technology enhanced learning environment. The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman
(Shulman 1986) and TPACK builds on those core ideas through the inclusion of technology. Punya Mishra, full professor, and Matthew J. Koehler, associate professor, both at Michigan State University, have done extensive work in constructing the TPACK framework (Koehler & Mishra 2008, Mishra & Koehler 2006).
The TPACK framework argues that effective technology integration for teaching specific content or subject matter requires understanding and negotiating the relationships between these three components: Technology, Pedagogy, and Content. A teacher capable of negotiating these relationships represents a form of expertise different from, and (perhaps) broader than, the knowledge of a disciplinary expert (say a scientist or a musician or sociologist), a technology expert (a computer engineer) or an expert at teaching/pedagogy (an experienced educator).
The TPACK framework highlights complex relationships that exist between content, pedagogy and technology knowledge areas and may be a useful organizational structure for defining what it is that teachers need to know to integrate technology effectively (Archambault & Crippen, 2009).
Knowledge
Knowledge is a familiarity with someone or something unknown, which can include information, facts, descriptions, or skills acquired through experience or education. It can refer to the theoretical or practical understanding of a subject...
needed by a teacher
Teacher
A teacher or schoolteacher is a person who provides education for pupils and students . The role of teacher is often formal and ongoing, carried out at a school or other place of formal education. In many countries, a person who wishes to become a teacher must first obtain specified professional...
for effective pedagogical practice in a technology enhanced learning environment. The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman
Lee Shulman
Lee S. Shulman is an educational psychologist who has made notable contributions to the study of teacher education, assessment of teaching, and education in the fields of medicine, science and mathematics...
(Shulman 1986) and TPACK builds on those core ideas through the inclusion of technology. Punya Mishra, full professor, and Matthew J. Koehler, associate professor, both at Michigan State University, have done extensive work in constructing the TPACK framework (Koehler & Mishra 2008, Mishra & Koehler 2006).
The TPACK framework argues that effective technology integration for teaching specific content or subject matter requires understanding and negotiating the relationships between these three components: Technology, Pedagogy, and Content. A teacher capable of negotiating these relationships represents a form of expertise different from, and (perhaps) broader than, the knowledge of a disciplinary expert (say a scientist or a musician or sociologist), a technology expert (a computer engineer) or an expert at teaching/pedagogy (an experienced educator).
The TPACK framework highlights complex relationships that exist between content, pedagogy and technology knowledge areas and may be a useful organizational structure for defining what it is that teachers need to know to integrate technology effectively (Archambault & Crippen, 2009).