Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract

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.

Developing trainee teacher practice with geographical information systems (GIS)

“…It makes sense to expect trainee teachers to develop their geographical PCK and TPACK across their PGCE year (Mishra & Koehler, 2006); however, beyond this, the findings of this study agree with Mitchell and Lambert's (2015) assertion that learning to teach a school subject requires time for trainees to continue to develop their subject disciplinary knowledge (Schulman's content knowledge, CK: 1986). Across the year this emerged as a challenge for some trainees as they grappled with multiple strands of learning, considering not only TPACK but also establishing the CK required in the classroom.…”

“…For Charles, his epistemological standpoint initially inhibited his engagement with GIS; the perceived disconnect between GIS and his preferred epistemological viewpoint unsettled him, giving him low self-efficacy towards it. At the same time, Charles was also struggling with the practical demands of the PGCE course; the depth with which he reflected on the disciplinary component of his lessons was among the most intense I have seen, and he developed an impressive range of geographical PCK (Mishra and Koehler, 2006) to support this. However, he struggled with managing his time for such detailed lesson planning and was, as a result, left with little time (or perhaps inclination) to develop the TPACK necessary to support his practice with GIS.…”

“…Successful use of GIS in education requires that teachers have a strong understanding of geographical content knowledge, geospatial software applications, data analysis techniques, and pedagogical strategies (Coulter, 2014); as such, professional development in teacher education should be expanded to embrace the technological pedagogical content knowledge (TPACK) which captures the interplay between content, pedagogy, and technology and better supports trainee teachers to engage with GIS in their teaching practice (Bednarz, 2004;Mishra & Koehler, 2006). However, there has been relatively little research to explore how to develop initial teacher education (ITE) to do this, particularly within the context of the UK.…”

Determining the Impact of an Integrated Triadic Model on TPACK Development in Preservice Teachers

“…Mishra and Koehler (2006) have argued that teachers with a well-developed technological pedagogical content knowledge (TPACK) make instructional decisions that reflect consideration of content, pedagogy and technology. The foundation for this type of decision-making originates with learning experiences in a teacher education program.…”

“…Up to this point, educational technologies either lost significance in classrooms (Reiser, 2001;Saettler, 2004) or became so transparent and commonplace in education that preservice teachers did not need instruction or training in using them (Bruce & Hogan, 1998;Mishra & Koehler, 2006). As availability and access to computers and the Internet increased in the 1990s, university-based teacher education programs offered little preparation for teaching in a digitally-rich classroom (Willis & Mehlinger, 1996;Schrum, 1999).…”