TPACK Knowledge Areas

TPACK consists of 7 different knowledge areas:

(i) Content Knowledge (CK),

(ii) (ii) Pedagogical Knowledge (PK),

(iii) (iii) Technology Knowledge (TK),

(iv) (iv) Pedagogical Content Knowledge (PCK),

(v) (v) Technological Content Knowledge (TCK),

(vi) (vi) Technological Pedagogical Knowledge (TPK),

(vii) (vii) Technological Pedagogical Content Knowledge (TPCK).

Explanation OF TPACK Knowledge Areas

Technology Knowledge (TK)

Technology knowledge refers to an understanding of the way that technologies are used in a specific content domain. For example, for physics teachers, it is an understanding of the range of technologies that physicists use in science and industry. Within the context of technology integration in schools, it appears to most often refer to digital technologies such as laptops, the Internet, and software applications. TK does however go beyond digital literacy to having knowledge of how to change the purpose of existing technologies (e.g. wikis) so that they can be used in a technology enhanced

Content Knowledge (CK)

Content knowledge may be defined as “a thorough grounding in college-level subject matter” or “command of the subject” (American Council on Education, 1999). It may also include knowledge of concepts, theories, conceptual frameworks as well as knowledge about accepted ways of developing knowledge (Shulman, 1986).

Pedagogical Knowledge (PK)

Pedagogical knowledge includes generic knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories about learning (Harris et al., 2009; Shulman, 1986). This knowledge alone is necessary but insufficient for teaching purposes. In addition a teacher requires content knowledge.

Pedagogical Content Knowledge (PCK)

Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively (Shulman, 1986). This is knowledge about how to make a subject understandable to learners. Archambault and Crippen (2009) report that PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.

Technological Content Knowledge (TCK)

Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content(Niess, 2005). For example, digital animation makes it possible for students to conceptualize how electrons are shared between atoms when chemical compounds are formed.

Technological Pedagogical Knowledge (TPK)

Technological pedagogical knowledge refers to the affordances and constraints of technology as an enabler of different teaching approaches (Mishra & Koehler, 2006). For example online collaboration tools may facilitate social learning for geographically separated learners.

Technological Pedagogical Content Knowledge (TPCK)

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning (Schmidt, Thompson, Koehler, Shin, & Mishra, 2009). It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies (Archambault & Crippen, 2009).

Milan Tomic

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