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Summary
In this paper, we present Technological Pedagogical Content Knowledge (TPACK) as a framework for the integration
of technology within teaching. Three main bodies of knowledge technological knowledge, content knowledge, and
pedagogical knowledge inform the design of this theoretical framework. Accordingly, we describe the characteristics
of these three bodies of knowledge, along with the bodies of knowledge that emerge from the interactions between
and among them. In this chapter, we argue that knowing how to integrate technology emerges from an understanding
both of the three main bodies of knowledge and their interactions. We believe the TPACK framework has significant
implications for teachers and teacher educators; specifically, we argue that teachers should be considered designers of
curricula, and with regards to teacher educators, we identify learning technology by design and activity types as two
key methods for the development of TPACK.
Editors Note
Teacher educators need to visualize ICT integration in a
holistic manner, and the authors in this paper present the
highly popular framework TPACK for the readers to consider.
It is important to note why adoption of a framework is
important to consider ICT integration in teacher education.
They argue that good teaching with technology requires shift
in exiting practices in both pedagogy and content domains.
Teacher educators are therefore urged to think about their
own context, and go beyond technology literacy to promote
educational practices that innovatively use interaction of
technology, pedagogy and content.
Introduction
The Technological Pedagogical Content Knowledge
(TPACK) framework (Koehler & Mishra, 2008; Mishra &
Koehler, 2006) describes the type of teacher knowledge
required to teach effectively with technology. Describing
what teachers need to know can be difficult because
teaching is an inherently complex, multifaceted activity
which occurs in varied settings. By its nature, teaching is
an ill-structured problem (Leinhardt & Greeno, 1986; Spiro,
Coulson, Feltovich, & Anderson, 1988) requiring reasoning
about a wide range of interrelated variables such as the
background knowledge that students bring into the
classroom, teacher and student expectations about the
content to be covered, and school and classroom guidelines
and rules.The use of technology in the classroom introduces
a new set of variables into the teaching context, and adds
complexity due to its rapidly-changing nature (Koehler &
Technological
Pedagogical
Knowledge
(TPK)
Technological
Knowledge
(TK)
Pedagogical
Knowledge
(PK)
Technological
Content
Knowledge
(TCK)
Content
Knowledge
(CK)
Pedagogical
Content
Knowledge
Contexts
Figure 1. TPACK Framework (Image from http://tpack.org)
Conclusion
New technologies are driving necessary and inevitable
change throughout the educational landscape. Effective
technology use, however, is difficult, because technology
introduces a new set of variables to the already complicated
task of lesson planning and teaching. The TPACK framework
describes how effective teaching with technology is
possible by pointing out the free and open interplay
between technology, pedagogy, and content. Applying
TPACK to the task of teaching with technology requires
a context-bound understanding of technology, where
technologies may be chosen and repurposed to fit the very
specific pedagogical and content-related needs of diverse
educational contexts (Kereluik, Mishra, & Koehler, 2010;
Mishra & Koehler, 2009).
References
Angeli, C., & Valanides, N. (2009). Epistemological and
methodological issues for the conceptualization, development,
and assessment of ICTTPCK: Advances in technological
pedagogical content knowledge (TPCK). Computers &
Education, 52(1), 154168. doi:10.1016/j.compedu.2008.07.006
Niess, M., van Zee, E., & Gillow-Wiles, H. (2011). Knowledge growth
in teaching mathematics/science with spreadsheets: Moving
PCK to TPACK through online professional development.
Journal of Digital Learning in Teacher Education, 27(2), 4252.
Schmidt, D. A., Baran, E., Thompson A. D., Koehler, M.J., Mishra, P. &
Shin, T. (2009). Technological pedagogical content knowledge
(TPACK): The development and validation of an assessment
instrument for preservice teachers. Journal of Research on
Technology in Education, 42(2), 123149.
Shulman, L.S. (1986). Those who understand: Knowledge growth
in teaching. Educational Researcher, 15(2), 414.
Spiro, R.J., Coulson, R.I., Feltovich, P.J., & Anderson, D.K. (1988).
Cognitive flexibility theory: Advanced knowledge acquisition
in ill-structured domains. In V. Patel (Ed.), Tenth Annual
Conference of the Cognitive Science Society (pp. 375-383).
Hillsdale, NJ: Lawrence Erlbaum Associates, Inc.
Spiro, R.J., Feltovich, P.J., Jacobson, M.J., & Coulson, R.L. (1991).
Cognitive flexibility, constructivism and hypertext: Random
access instruction for advanced knowledge acquisition in
ill-structured domains. In Duffy, T.M., & Jonassen, D.H. (Eds.),
Constructivism and the technology of instruction: A conversation
(pp. 5774). Hillsdale, NJ: Lawrence Erlbaum Associates
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Turkle S. & Papert, S. (1992). Epistemological pluralism and the
revaluation of the concrete. Journal of Mathematical Behavior,
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Koehler, M.J., Mishra, P., Bouck, E. C., DeSchryver, M., Kereluik, K.,
Shin, T.S., & Wolf, L.G. (2011). Deep-play: Developing TPACK
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Authors Bio
Matthew J. Koehler is professor of educational psychology and educational technology at the College of Education
at Michigan State University, where he co-directs the doctoral program in Educational Psychology and Educational
Technology. His scholarly interests include the pedagogical affordances (and constraints) of newer technologies for
learning, specifically in the context of the professional development of teachers. He may be found at http://mkoehler.
educ.msu.edu.
Punya Mishra is professor of educational psychology and educational technology at the College of Education at Michigan
State University, where he also co-directs the Masters program in Educational Technology. His scholarly interests include
technology integration in teaching and learning, creativity and design. He can be found at http://punyamishra.com/.
Mete Akcaoglu is a doctoral student of educational psychology and educational technology at the College of Education
at Michigan State University. His scholarly interests include the design and evaluation of technology-rich and innovative
learning environments for K-12 children. He can be found at http://meteakcaoglu.com.
Joshua M. Rosenberg is a doctoral student of educational psychology and educational technology at the College of
Education at Michigan State University. His scholarly interests include the sociocultural effects of teaching and learning
with technology. He can be found at http://studydesigned.com.
Correspondence:
Prof. Punya Mishra
600 Farm Lane
509A Erickson Hall
East Lansing MI 48824
Email: punya@msu.edu
Phone: +1 517-353-7211
This publication is a part of ICT Integrated Teacher Education: A Resource Book
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