GROUP 5

Technological Pedagogical Content Knowledge?

According to Leinhardt & Greeno, 1986, it requires them constantly to shift and evolve their
understanding. Teachers practice their craft in highly complex, dynamic classroom contexts.
Glaser, 1984; Putnam & Borko, 2000; Shulman, 1986, 1987, says that it includes knowledge of
student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology.

The Challenges of Teaching with Technology

Digital technologies—such as computers, handheld devices, and software applications—by
contrast, are protean (usable in many different ways; Papert, 1980); unstable (rapidly changing); and
opaque (the inner workings are hidden from users; Turkle, 1995).
Also, complicating teaching with technology is an understanding that technologies are neither
neutral nor unbiased.

Approach to Thinking about Technology Integration

An approach is needed that treats teaching as an interaction between what teachers know and how
they apply what they know in the unique circumstances or contexts within their classrooms.
There is no “one best way” to integrate technology into curriculum. Rather, integration efforts
should be creatively designed or structured for particular subject matter ideas in specific classroom
contexts.

The TPACK Framework

The TPACK framework builds on Shulman’s (1987, 1986) descriptions of PCK to describe how
teachers’ understanding of educational technologies and PCK interact with one another to produce
effective teaching with technology.
There are three main components of teachers’ knowledge: content, pedagogy, and technology.
Equally important to the model are the interactions between and among these bodies of knowledge,
represented as PCK, TCK (technological content knowledge), TPK (technological pedagogical
knowledge), and TPACK.

Content Knowledge
It is a teachers’ knowledge about the subject matter to be learned. Knowledge of content is of
critical importance for teachers. This knowledge would include 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
It is a teachers’ deep knowledge about the processes and practices or methods of teaching and
learning. This generic form of knowledge applies to understanding how students learn, general classroom
management skills, lesson planning, and student assessment.

Pedagogical Content Knowledge

It is the notion of the transformation of the subject matter for teaching. 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.

Technology Knowledge
A person’s understanding of the function and operation of currently available technology and
applications on that technology. Students develop technological knowledge particular to technological
enterprises and environments and in relation to how and why things work.

Technological Content Knowledge

Technology and content knowledge have a deep historical relationship. It is the knowledge of how
to use technology within a specific content area. TCK, then, is an understanding of the manner in which
technology and content influence and constrain one another.

Technological Pedagogical Knowledge

TPK is an understanding of how teaching and learning can change when particular technologies are
used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of
technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs
and strategies.

Technology, Pedagogy, and Content Knowledge

TPACK is an emergent form of knowledge that goes beyond all three “core” components (content,
pedagogy, and technology). Technological pedagogical content knowledge is an understanding that
emerges from interactions among content, pedagogy, and technology knowledge. TPACK is the basis of
effective teaching with technology, requiring an understanding of the representation of concepts using
technologies.
Implications of the TPACK Framework
The three key components of teacher knowledge: understanding of content, understanding of
teaching, and understanding of technology. It offers several possibilities for promoting research teacher
education, teacher professional development, and teachers’ use of technology.