Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Abstract

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.

Teaching Mathematics with Technology: TPACK and Effective Teaching Practices

“…The theoretical foundations for this study are based on the Mathematics Knowledge for Teaching (e.g., [4]), TPACK (e.g., [11]), and PrimeD frameworks (e.g., [8,9]). These three frameworks provide a unique lens for blending mathematics pedagogical content knowledge and technology in teacher preparation programs.…”

“…TPACK is a framework (Figure 1) that guides teacher use of digital technology to develop student understanding [30]. TPACK combines pedagogical content knowledge (PCK) [31] with knowledge of technology for learning [8,9,32]. TPACK also addresses the relationship between teachers' pedagogical decisions and contextual factors, such as class size, environment, resources, and culture [8].…”

“…The knowledge needed to use technology to teach mathematics for conceptual understanding is technology pedagogical content knowledge, or TPACK [8,9]. The present study measured TPACK by scoring teacher candidate lessons on the TPACK levels rubric [10].…”

The Technological-Pedagogical Knowledge for In-Service Teachers in Primary Education: A Systematic Literature Review

“…Didactic content knowledge has become a key issue in initial and in-service teacher education programmes. Subsequently, Mishra and Koehler's (2006) study involves the introduction of a model that involves linking didactic content knowledge with technology. The technological, pedagogical and content knowledge (TPACK) model evidences the dynamic integration of the three essential dimensions in such a way as to reconcile instruction, context and technology .…”

Change the Story, Learning to Make a Difference in Climate Crisis

“…A framework document, gathered from the widely used framework TPACK [11], has been outlined, which lays out the principles and thinking behind the design of the Change the Story learning units.…”