Click here for a hi-res version of the TPACK image. You are free to use and reproduce this version of the image in your own non-profit works, including dissertations.
Please cite http://tpack.org/ as the source.
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.
TPACK Image (rights free). Click on the image to view a high resolution version that is Rights free. You are free to use and reproduce this version of the image in your own non-profit works, including dissertations.
Please cite http://tpack.org/ as the source.
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.
History of TPACK
TPACK is not a brand new idea. A range of other scholars have argued that that knowledge about technology cannot be treated as context-free, and that good teaching requires an understanding of how technology relates to the pedagogy and content. The TPACK framework is gaining popularity amongst researchers and scholars. This makes tracking the progress of TPACK difficult but here is a relatively comprehensive list of References to TPACK in the research literature (going back to 1998). The definitive description of TPACK can be found in Mishra & Koehler, 2006 (PDF download) and Koehler & Mishra, in press).
The TPACK framework represented here is the result of an on-going design experiment being conducted by Matt Koehler & Punya Mishra and has involved many other people as well (co-conspirators include Kathryn Hershey, Lisa Peruski, Aman Yadav, Kurnia Yahya, and Yong Zhao).
Who owns TPACK?
Nobody. A number of people have contributed to the development of this idea. Check out the “TPACK Bibliography” section for a growing list of contributors.
The site, however, is provided and maintained free of charge by Dr. Matthew J. Koehler.
Hi Professor Koehler,
I’m a student in the MAET Program and am just writing with an editing suggestion for this page. Where it says, “Technological Pedagogical Content Knowledge (TPACK) attempts to the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.” I think there is a word missing….perhaps the word “explain” is supposed to be there.
I wonder how this could be used to inform school leadership structures? I got my eLearning position because I had good TK. But I only really became effective at my role once I understood how to have teachers think about the secondary level of TPK for themselves.
Hello
Are there any process frameworks for implementing TPACK in an academic institution?
Any pointers will be greatly appreciated!
With Regards
Sundar
good day sir.
I’m a 3rd year student here in the Philippines and is currently pursuing education major in biology.I’m interested of your study about PCK since this is my undergraduate thesis study,can i ask for your important ideas?
TPACK is a theoritical framework or conceptual framework?
Dear Sundar,
I gues you have not noticed that TPACK is a declaration and not a definition of knowledge. Therefore, it cannot be implemented before it is defined and tested as knowledge and not as words. Please check all the literature to find how TPACK is related to TK, PK, and CK and you will realize the extent of the confusion that seems to permeate this great idea. Also, Shulman viewed PK as part of CK and T as included in P (please read his 1986 paper). So, whatever interpretation you give to the “triangular” area that represents TPACK, it is not a derivation of an idea of Shulman’s. Furthermore, if Shulman has valid points, TPACK becomes invalid…
how this project will help those people who live in poor country where there is no power and also the rate of education is low due to their life standard.
some more info about the history of TPACK can be found in my blog. I am still writing about it. Visit: http://vangidunda.blogspot.com/2012/03/tracing-development-of-technological.html
What are your thoughts about using TPACK to create curriculum documents? I am attempting to convince others that all components should be present to create the “best” documents. The current thought is that technology can be added after the documents have been created rather than be considered during the creation process…..Do you have anything that supports the importance of considering technology during the creation process of curriculum?
If technology is taken to mean “means-to-end” according to Martin Heidegger, then technology is more than digital technologies? If pedagogy or paidagogos (in Greek) means “tutor i.e. a guardian and guide of boys. Among the Greeks and the Romans the name was applied to trustworthy slaves who were charged with the duty of supervising the life and morals of boys belonging to the better class. The boys were not allowed so much as to step out of the house without them before arriving at the age of manhood” – instead of teaching and guiding to learn (Beetham & Sharpe, 2007) – a clear departure from its etymologocal connection to children, isn’t pedagogical also a kind of technology? In addition, all technologies have their own content, making it “functionally opague” in the words of Mishra and Koelher (200*.*)- if memory serves.
If technology is taken to mean “means-to-end” according to Martin Heidegger, then technology is more than digital technologies? If pedagogy or paidagogos (in Greek) means “tutor i.e. a guardian and guide of boys. Among the Greeks and the Romans the name was applied to trustworthy slaves who were charged with the duty of supervising the life and morals of boys belonging to the better class. The boys were not allowed so much as to step out of the house without them before arriving at the age of manhood” – instead of teaching and guiding to learn (Beetham & Sharpe, 2007) – a clear departure from its etymologocal connection to children, isn’t pedagogy also a kind of technology? In addition, all technologies have their own content, making it “functionally opague” in the words of Mishra and Koelher (200*.*)- if memory serves.
Estou interessando em desenvolver um projeto que seja dentro da linha de pensamento tpack. acesse http://www.tpack.ddns.com.br e façam suas consideraçoes.