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Tpack - Framework

TPACK is a framework developed by Punya Mishra and Matthew Koehler that focuses on the relationships between technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) that teachers need to effectively integrate technology into their teaching. The framework identifies TK, PK, and CK, as well as the intersections of these domains: technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). TPACK considers the complex interplay between all three knowledge domains and their sub-domains in order to successfully implement educational technology in the classroom.

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4K views9 pages

Tpack - Framework

TPACK is a framework developed by Punya Mishra and Matthew Koehler that focuses on the relationships between technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK) that teachers need to effectively integrate technology into their teaching. The framework identifies TK, PK, and CK, as well as the intersections of these domains: technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). TPACK considers the complex interplay between all three knowledge domains and their sub-domains in order to successfully implement educational technology in the classroom.

Uploaded by

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Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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TPACK

TECHNOLOGIC
AL
PEDAGOGICAL
&
CONTENT
KNOWLEDGE
WHAT IS TPACK?

 Punya Mishra and Matthew J. Koehler are researchers from


Michigan State University, developed TPACK in the absence of
other sufficient theory to explain or guide effective educational
technology integration. Since its publication in 2006, TPACK
has become one of the leading theories regarding edtech and
edtech integration: research and professional development
activities both draw from it heavily.
WHAT IS TPACK?
 The 2006 TPACK framework, which focuses on
technological knowledge (TK), pedagogical knowledge (PK),
and content knowledge (CK), offers a productive approach
to many of the dilemmas that teachers face in
implementing educational technology in their classrooms.

 The three types of knowledge – TK, PK, and CK – are thus


combined and recombined in various ways within the
TPACK framework. These triangulated areas then constitute
TPACK, which considers the relationships among all three
areas and acknowledges that educators are acting within
this complex space.
TK, PK, and CK
 Content Knowledge (CK) 

This describes teachers’ own knowledge of the subject matter. 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, middle-school
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) 

This describes teachers’ knowledge of the practices, processes,


and methods regarding teaching and learning. As a generic form of
knowledge, PK encompasses the purposes, values, and aims of
education, and may apply to more specific areas including the
understanding of student learning styles, classroom management
skills, lesson planning, and assessments.
 Technological Knowledge (TK)

This describes teachers’ knowledge of, and ability to use, various


technologies, technological tools, and associated resources. TK
concerns understanding edtech, considering its possibilities for a
specific subject area or classroom, learning to recognize when it will
assist or impede learning, and continually learning and adapting to
new technology offerings.
TPACK
FRAMEWORK
 Pedagogical Content Knowledge (PCK)  

This describes teachers’ knowledge regarding foundational areas


of teaching and learning, including curricula development, student
assessment, and reporting results. PCK focuses on promoting learning
and on tracing the links among pedagogy and its supportive practices
(curriculum, assessment, etc.), and much like CK, will also differ
according to grade level and subject matter. In all cases, though, PCK
seeks to improve teaching practices by creating stronger connections
between the content and the pedagogy used to communicate it.

 Technological Content Knowledge (TCK)  

This describes teachers’ understanding of how technology and


content can both influence and push against each other. TCK involves
understanding how the subject matter can be communicated via
different edtech offerings, and considering which specific edtech tools
might be best suited for specific subject matters or classrooms.
 Technological Pedagogical Knowledge (TPK)

This describes teachers’ understanding of how particular


technologies can change both the teaching and learning experiences
by introducing new pedagogical affordances and constraints. Another
aspect of TPK concerns understanding how such tools can be
deployed alongside pedagogy in ways that are appropriate to the
discipline and the development of the lesson at hand.

 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.

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