For the benefit of readers who are unfamiliar with the notion of technology, pedagogy, and content knowledge (TPACK), we offer the following condensed and updated depiction by Mishra and Koehler (2007), which was presented originally at the annual conference of the Society for Information Technology and Teacher Education in 2007.

Este artículo describe un marco de saberes docente para la integración de la tecnología denominado "Conocimiento Tecnológico y Pedagógico del Contenido"(originalmente TPCK, conocido como TPACK, Tecnología, Pedagogía y Conocimiento del Contenido). Este marco se basa en la construcción de Lee Shulman (1986, 1987) sobre Contenidos del Conocimiento Pedagógico (PCK) para incluir conocimientos tecnológicos. El desarrollo de TPACK por parte de los y las docentes es crítico para la enseñanza efectiva con tecnología. Este artículo comienza con una breve introducción a la compleja y débilmente estructurada naturaleza de la enseñanza. Se considera también la naturaleza de las tecnologías (ambas análogas y digital) como así también cómo la inclusión de la tecnología en la pedagogía complejiza la enseñanza. El marco TPACK para conocimientos docentes es decripto en detalle como una compleja interacción entre tres cuerpos de conocimientos: del contenido a enseñar, pedagógico y tecnológico. La interacción de estos tres cuerpos de saberes, tanto en teoría como en la práctica, produce el tipo de conocimiento flexible necesario para integrar exitosamente el uso de la tecnología en la enseñanza.

We introduce Technological Pedagogical Content Knowledge (TPCK) as a way of representing what teachers need to know about technology, and argue for the role of authentic design-based activities in the development of this knowledge. We report data from a faculty development design seminar in which faculty members worked together with masters students to develop online courses. We developed and administered a survey that assessed the evolution of student-and faculty-participants' learning and perceptions about the learning environment, theoretical and practical knowledge of technology, course content (the design of online courses), group dynamics, and the growth of TPCK. Analyses focused on observed changes between the beginning and end of the semester. Results indicate that participants perceived that working in design teams to solve authentic problems of practice to be useful, challenging and fun. More importantly, the participants, both as individuals and as a group, appeared to have developed significantly in their knowledge of technology application, as well as in their TPCK. In brief, learning by design appears to be an effective instructional technique to develop deeper understandings of the complex web of relationships between content, pedagogy and technology and the contexts in which they function.

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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