The Technological Pedagogical Content Knowledge Framework

Contributing Factors to Pre-service Mathematics Teachers’ e-readiness for ICT Integration

“…Studies have also indicated that the two important factors relate to technology integration in mathematics teaching and learning are: (i) knowledge and skills (Shulman, 1986;Koehler & Mishra, 2006 and (ii) mathematics teachers' attitudes, perceptions and the values they attach to ICT integration (Davis, 1989;Ajzen, 1991;Tallman & Fitzgerald, 2005). Nevertheless, they do not indicate the extent to which these factors influence teachers' ereadiness to integrate ICTs and how these factors interact among themselves.…”

“…The availability of a range of new, primarily digital technologies and the requirements for learning how to apply them to teaching has changed the nature of the mathematics classroom. Knowledge of technology has become an important aspect of the overall mathematics teachers' knowledge (Koehler & Mishra, 2006). The TPACK framework emphasises that the knowledge and skills of the 21st century teacher must intersect three fundamental domains: content knowledge, pedagogical knowledge and technological knowledge.…”

“…First of all, it is a pedagogical technique that uses technologies within the constructivist perspective to teach content (Koehler & Mishra, 2006. When mathematics teachers teach by simultaneously integrating knowledge of technology, pedagogy and content they bring TPACK into play ).…”

“…Secondly, TPACK provides knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face. Finally, TPACK framework explains how knowledge of technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones (Koehler & Mishra, 2006. Koehler and Mishra (2009) argue that instead of examining each of the aforementioned domains in isolation, there is also a need to examine them in pairs: pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and all three taken together as technological pedagogical content knowledge (TPACK).…”

El conocimiento tecnológico y tecnopedagógico en la enseñanza de las ciencias en la universidad. Un estudio descriptivo

“…Cox y Graham (2009), en un intento por clarificar la conceptualización de cada uno de los anteriores constructos y las delimitaciones entre ellos, ofrecen una definición precisa que destaca las características de cada uno. Lo relevante es enfatizar que el TPACK es una modalidad de conocimiento en sí mismo que se nutre de los restantes conocimientos (Koehler, Mishra, Kereluik et al, 2014). Por otra parte, Doering, Veletsianos y Scharber (2009) y Hechter, Phyfe y Vermette (2012) nos ayudan a comprender que el TPACK puede manifestarse de diferente forma en distintas condiciones contextuales, puesto que existe oscilación en la relevancia de cada tipo de conocimiento a lo largo del proceso de enseñanza-aprendizaje en tanto que estos fluctúan, en lugar de permanecer estáticos, dependiendo del contexto y la propia práctica.…”