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What is Technological Pedagogical Content Knowledge (TPACK)?
Article

, , Michigan State University, United States

CITE Journal Volume 9, Number 1, ISSN 1528-5804 Publisher: Society for Information Technology & Teacher Education, Waynesville, NC USA

Abstract

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulman’s construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

Citation

Koehler, M. & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Waynesville, NC USA: Society for Information Technology & Teacher Education. Retrieved December 15, 2018 from .

Keywords

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Cited By

  1. If There’s TPACK, is There Technological Pedagogical Reasoning and Action?

    Judi Harris, William & Mary School of Education, United States; Michael Phillips, Faculty of Education, Monash University, Australia

    Society for Information Technology & Teacher Education International Conference 2018 (Mar 26, 2018) pp. 2051–2061

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