Technological Pedagogical Content Knowledge (TPCK) Framework
What is the TPCK Framework?
The Technological Pedagogical Content Knowledge (TPCK) framework defines the different knowledge components that are essential for a teacher to effectively integrate technology as part of their teaching practice and the interplay between them. Developed by Matthew Koehler and Punya Mishra, TPCK or TPACK builds on Lee Shulman’s idea of pedagogical content knowledge (PCK) which argues that a teachers’ knowledge about a subject matter and their knowledge of instructional and assessment strategies, students’ prior knowledge and the classroom context all work together in an integrated manner during the teaching-learning process and are not independent of each other. The TPCK framework helps theorize and understand how the introduction of technology influences and alters the pedagogical content knowledge of a teacher and vice versa. It can serve as a means to evaluate teacher readiness and the relevance/effectiveness of a particular usage of technology in the classroom.
Content Knowledge (CK)
- Knowledge about the subject matter to be learned or taught.
- Includes knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge
Pedagogical Knowledge (PK)
- Knowledge about the processes and practices or methods of teaching and learning.
- Encompasses overall educational purposes, values, and aims
- Applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment
Pedagogical Content Knowledge
- Transformation of the subject matter for teaching which 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. Shulman (1986)
- 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 Knowledge (TK)
- Developing certain ways of thinking about, and working with technology, tools and resources
- Understanding information technology broadly enough to apply it productively at work and in everyday life,
- Ability to recognize when information technology can assist or impede the achievement of a goal,
- Ability to continually adapt to changes in information technology
- A teacher needs to develop knowledge and skills in use of digital technologies
Technological Content Knowledge (TCK)
- Understanding 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).
- Evaluate technology in terms of what content is represented and how; Evaluate which technologies best suit the content requirements
- A teacher can use digital technologies to improve CK
- Access content from internet and digital repositories
- Store knowledge in personal repositories
- Create and contexualize content
- Create new digital resources – text, image, audio, video, animations and multi- media
- Contexualize (adapt/revise) content
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 possibilities and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies” (Koehler & Mishra, 2009).
- Pedagogical approaches and strategies are determined based on what is appropriate to the discipline and the educational/developmental stage.
- Different technologies may offer different pedagogical possibilities and different pedagogies would require different kinds of technologies to support the teaching-learning process
- A TPK understanding guides the teacher in choosing the technological tool and pedagogical design that best complement each other to effectively support the learning of the subject matter
- A good teacher can use digital technologies to improve their PK
Technological Pedagogical Content Knowledge (TPACK)
TPACK is different from knowledge of all three concepts individually. It forms 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;
In the words of Koehler & Mishra, TPCK is the "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”
