SUMMARY ON TECHNOLOGY PEDAGOGICAL FOR CONTENT KNOWLEDGE , A

FRAMEWORK FOR TEACHER KNOWLEDGE BY PUNYA MISHRA AND MATTHEW J.

KOEHLER MICHIGAN UNIVERSITY

Introduction
Based on the author Punya Mishra and Matthew J. Koehler from Michigan
University, this journal is to capture some of the essential qualities of teachers on
teaching with integrating using technology. They argued on pedagogical that used on
developing form of knowledge with three main components of learning environment
such as theoretical, pedagogical and knowledge.They also describe the framework
theory and examples that used , beside illustrate the methodology contributions.
The teachers need to know on how to use the technology into their teaching and
learning process. Most of the research done just only on the case studies and
implementation but not in dealing with technology for learning tools. From the issues
addressed, so the technologies pedagogical content knowledge have been introduced
to inform and show the teachers about the knowledge on how to teach using the
technologies.
This basic of the teacher knowledge is content and pedagogical but when both of
them intersect so the existence of the pedagogical content knowledge to represent the
content knowledge of pedagogical to understand the topic and issue that organize
based on students or learners abilities.
By then, when new technology changed the school environment so it helps to make
subject matter more assible to the students. But , there is some problem that states the
teachers not using the technology because they fear to change and time constrains and
lack of support. From that, we can identify the content and pedagogical knowledge
intersect and technology being separated. But if the relationship between content,
pedagogy and technology bond each others so it can develop good teaching and
learning in the classroom.
From the following elements and relationships that important in TPAC knowledge.
Content knowledge is a syllabus that the learners have to learn in the classroom.The

SUMMARY ON TECHNOLOGY PEDAGOGICAL FOR CONTENT KNOWLEDGE , A

FRAMEWORK FOR TEACHER KNOWLEDGE BY PUNYA MISHRA AND MATTHEW J.
KOEHLER MICHIGAN UNIVERSITY

subject matters that students learn in primary and secondary school have different from
it content and teachers should know and understand on what they need to teach. For
the pedagogical knowledge, it is the way or method of teaching and learning
.Teachers must know on how to develop students ability, skills, cognitive by using the
pedagogical knowledge they have learnt to be implement in the classroom. The idea of
pedagogical content knowledge PCK regarding Shulman, it approaches the element
of content to be arranged for a better teaching.It will bring the students into learning
situation.
Technology knowledge is about the standard technologies like chalk, books,
blackboard and other advanced technologies like the internet and video. Technology
knowledge teach the learners on how to engaged with technology like to install and
remove devices, ability to learn and adapt new technology .Technology content
knowledge is the manner where the technology and content reciprocal. Teachers need
to know not only in the subject they teach but the manner to apply the technology.
Technology pedagogical knowledge is whereas the components and capabilities to
use various technologies teaching and learning process that it will result the change of
result

of

using

particular

technologies.

Technological

pedagogical

content

knowledge goes all by three components ; content ,pedagogy and technology. It is the
basis of good teaching with technology and it requires to understand the concept , the
techniques and the knowledge would be easier to learn to build and develop to be more
strengthen.
Survey instrument for TCPK
The instrument consists 35 items ; 33 using likert scales and 2 short answer
questions.The respondent that involve in the survey are 4 faculty members and 13
students .
Finding
Theories and frameworks help us to make sense to describe phenomenon accurately. If
three approaches and their relationship separating it may be difficult to help teachers to

SUMMARY ON TECHNOLOGY PEDAGOGICAL FOR CONTENT KNOWLEDGE , A

FRAMEWORK FOR TEACHER KNOWLEDGE BY PUNYA MISHRA AND MATTHEW J.
KOEHLER MICHIGAN UNIVERSITY

integrate the technology in education.By these theories and frameworks also allow us
to make inferences about the phenomena that use to predict the consequences of

making changes in the situation and teachers will apply technology in smart , interesting
and useful ways. It also can make us to apply the ideas to the real world which is most
useful to help students and teachers explore technologies by developing the teachers
knowledge.
Conclusion
Shulman (1987) argued The goal of teacher education is not to indoctrinate or train
teachers to behave in prescribed ways, but to educate teachers to reason soundly
about their teaching as well as to perform skillfully. Sound reasoning requires both a
process of thinking about what they are doing and an adequate base of facts, principles
and experiences from which to reason. Teachers must learn to use their knowledge
base to provide the grounds for choices and action. . . . Good teaching is not only
effective behaviorally, but must also reset on a foundation of adequately grounded
premises. (p. 13). As the conclusion, withTCPK framework , it can guide the teachers
in workplace to development themselves in technology. In pedagogy , they provide
additional support to make sure the students learn the technology, subject matters and
the pedagogy .The approaches that develop could integrated on research and
pedagogy and also can help bridge the gap between educational research and practice.