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| TPACK Knowledge Areas |
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).
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