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| TECHNOLOGY |
What is TPACK?
Technological
Pedagogical Content Knowledge (TPACK) attempts to identify the nature of
knowledge required by teachers for technology integration in their teaching,
while addressing the complex, multifaceted and situated nature of teacher
knowledge. At the heart of the TPACK framework, is the complex interplay of
three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
See Figure above. As must be clear, the TPACK framework builds on Shulman’s
idea of Pedagogical Content Knowledge.
Definitive
descriptions of TPACK can be found in Mishra & Koehler, 2006, or through
any of the other links in the “Learn more about tpck” box on the right margin
of this page, or on the left margin of every page.
The TPACK
approach goes beyond seeing these three knowledge bases in isolation. On the
other hand, it emphasizes the new kinds of knowledge that lie at the
intersections between them. Considering P and C together we get Pedagogical
Content Knowledge (PCK), Shulman’s idea of knowledge of pedagogy that is
applicable to the teaching of specific content. Similarly, considering T and C
taken together, we get Technological Content Knowledge (TCK), the knowledge of
the relationship between technology and content. At the intersection of T and
P, is Technological Pedagogical Knowledge (TPK), which emphasizes the
existence, components and capabilities of various technologies as they are used
in the settings of teaching and learning.
Finally,
at the intersection of all three elements is Technological Pedagogical Content
Knowledge (TPACK). True technology integration is understanding and negotiating
the relationships between these three components of knowledge. A teacher
capable of negotiating these relationships represents a form of expertise
different from, and greater than, the knowledge of a disciplinary expert (say a
mathematician or a historian), a technology expert (a computer scientist) and a
pedagogical expert (an experienced educator). Effective technology integration
for pedagogy around specific subject matter requires developing sensitivity to
the dynamic, [transactional] relationship between all three components.
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