Understanding TPACK: Technology, Pedagogy, and Content Knowledge | Lecture notes Advanced Education

TPACK (Technology, Pedagogy, and Content Knowledge)

Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves the teachers’

competence in delivering the concepts being taught by simplifying complex ones if needed or leading

the students to study a concept more deeply and extensively. This is made possible due to the teachers’

understanding of the amount and the content structure of knowledge.

Mishra and Koehler (2006) continued to build upon Schulman’s PCK and incorporated technology hence,

TPACK.

TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge,

content knowledge, and pedagogical knowledge.

- This framework shows the interconnectedness of content knowledge with pedagogical

knowledge and the integration of technology in making teaching more engaging, relevant and

effective. It looks at how these knowledge areas intercept or work together to increase students’

motivation and make the content more accessibly engaging to students. This framework has

significantly influenced practices in teaching as a result of research.

The Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model

describing the capability of the 21st century teacher. To be relevant to the learners of today, the

teachers should be able to blend his knowledge and capability in the content of the discipline.

CK is content knowledge. It is the ‘what’ understanding of the content such as language arts, math,

science, history among others. CK may include knowledge of concepts, theories, evidence, and

organizational frameworks within a particular subject matter; it may also include the field’s best practices

and established approaches to communicating this information to students. CK will also differ according

to discipline and grade level – for example, middleschool science and history classes require less detail

and scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK

that each class imparts to its students will differ.

Pedagogical Knowledge (PK) is the ‘How’. It is the expert’s knowledge in the science of teaching from

educational and learning theories to individual differences to strategies and techniques as well as

assessment of learning. The teachers need to possess the capability to handle learning through effective

method and appropriate strategies.

The intersection of the pedagogical and content areas of knowledge is the PCK. This how much

competencies the teachers have in making the students learn concepts and skills. This includes the

knowledge of how to use techniques that can meaningfully address different learning styles while

supporting content with deeper understanding. Schulman (2008) considers this teaching at its best.

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TPACK (Technology, Pedagogy, and Content Knowledge) Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves the teachers’ competence in delivering the concepts being taught by simplifying complex ones if needed or leading the students to study a concept more deeply and extensively. This is made possible due to the teachers’ understanding of the amount and the content structure of knowledge. Mishra and Koehler (2006) continued to build upon Schulman’s PCK and incorporated technology hence, TPACK. TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge, content knowledge, and pedagogical knowledge.

This framework shows the interconnectedness of content knowledge with pedagogical knowledge and the integration of technology in making teaching more engaging, relevant and effective. It looks at how these knowledge areas intercept or work together to increase students’ motivation and make the content more accessibly engaging to students. This framework has significantly influenced practices in teaching as a result of research. The Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model describing the capability of the 21st^ century teacher. To be relevant to the learners of today, the teachers should be able to blend his knowledge and capability in the content of the discipline. CK is content knowledge. It is the ‘what’ understanding of the content such as language arts, math, science, history among others. CK may include knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students. CK will also differ according to discipline and grade level – for example, middleschool science and history classes require less detail and scope than undergraduate or graduate courses, so their various instructors’ CK may differ, or the CK that each class imparts to its students will differ. Pedagogical Knowledge (PK) is the ‘How’. It is the expert’s knowledge i n the science of teaching from educational and learning theories to individual differences to strategies and techniques as well as assessment of learning. The teachers need to possess the capability to handle learning through effective method and appropriate strategies. The intersection of the pedagogical and content areas of knowledge is the PCK. This how much competencies the teachers have in making the students learn concepts and skills. This includes the knowledge of how to use techniques that can meaningfully address different learning styles while supporting content with deeper understanding. Schulman (2008) considers this teaching at its best.

The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is relevant to 21st century teaching. This is the TK or the technological knowledge. This is the teachers’ knowledge on how to select, use and integrate these tools in the teaching and learning context. This is not only about the tools but also about the quality of content that students can access through appropriate applications and sites. When technology is used in a specific subject area to enrich and deepen student’s understating of content, this is the intersection called TCK or Technological-Content Knowledge. For example, to deepen students’ understanding of a concept or area of study, students can gather information and collect data and evidence using technology tools and present these information using an application. Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to select, use or develop technology to manage student learning. For example, who will use collaborative tools that will allow students to work together and share information? How will you use an application that will allow students to creatively share their well-research project in class or to others outside of the school? If they need to communicate with an expert in the industry, what tools can they employ so that they may be able to interview the right expert who can assist them in their capstone project? As a teacher, using the appropriate technology to ensure effective instruction is TPK. It allows student to learn content through digital tools. They can document, record and plot out a strategy using a collaborative tool where the group can discuss their action plan while in or out of school. The drawn plan can be presented using a productivity tool (i.e. powerpoint presentation or a digital story) to pertinent persons for feedback. Once approved and given support, the project can now proceed to the next level-implementation stage. Intersection of all knowledge areas is known as the TPACK. So. TPACK is about what teachers know, how they teach and how technology is used in the delivery of the lesson to make it more engaging and making learning more relevant in the 21st^ century. TPACK is the end result of these various combinations and interests, drawing from them – and from the three larger underlying areas of content, pedagogy, and technology – in order to create an effective basis for teaching using educational technology. In order for teachers to make effective use of the TPACK framework, they should be open to certain key ideas, including:

Concepts from the content being taught can be represented using technology,

The TPACK framework is based on three primary forms of knowledge. So your first step should be to understand your primary forms of knowledge in the context of this lesson.

Content Knowledge (CK ) – what are you teaching and what is your own knowledge of the subject? For this lesson, you’ll need a solid understanding of cell anatomy and processes.
Pedagogical Knowledge (PK ) – how do your students learn best and what instructional strategies do you need to meet their needs and the requirements of the lesson plan? In this case, you’ll need to understand best practices for teaching middle school science and small group collaboration.
Technological Knowledge (TK ) – what digital tools are available to you, which do you know well enough to use, and which would be most appropriate for the lesson at hand? For this lesson, students will need to label a diagram and present, so the ability to fill in blanks with an answer key, find images from the internet, create slides, etc. are important.

Understanding TPACK: Technology, Pedagogy, and Content Knowledge, Lecture notes of Advanced Education

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