technological pedagogical content knowledge (tpack)

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creation of typological and comparative methods. plan: 1. the challenges of teaching with technology 2. an approach to thinking about technology integration 3. technology knowledge 4. pedagogical knowledge 5. pedagogical content knowledge introduction 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. …

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nt thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology. the challenges of teaching with technology teaching with technology is complicated further considering the challenges newer technologies present to teachers. in our work, the word technology applies equally to analog and digital, as well as new and old, technologies. as a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult. most traditional pedagogical technologies are characterized by specificity (a pencil is for writing, while a microscope is for viewing small objects); stability (pencils, pendulums, and chalkboards have not changed a great deal over time); and transparency of function (the inner workings of the pencil or the pendulum are simple and directly related to their function) (simon, 1969). over time, these technologies achieve a transparency of …

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, particular technologies have their own propensities, potentials, affordances, and constraints that make them more suitable for certain tasks than others (bromley, 1998; bruce, 1993; koehler & mishra, 2008). using email to communicate, for example, affords (makes possible and supports) asynchronous communication and easy storage of exchanges. email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. nor does email afford the conveyance of subtleties of tone, intent, or mood possible with face-to-face communication. understanding how these affordances and constraints of specific technologies influence what teachers do in their classrooms is not straightforward and may require rethinking teacher education and teacher professional development. social and contextual factors also complicate the relationships between teaching and technology. social and institutional contexts are often unsupportive of teachers’ efforts to integrate technology use into their work. teachers often have inadequate (or inappropriate) experience with …

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hnology integration when, in fact, teachers operate in diverse contexts of teaching and learning. an approach to thinking about technology integration faced with these challenges, how can teachers integrate technology into their teaching? an approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms. there is no “one best way” to integrate technology into curriculum. rather, integration efforts should be creatively designed or structured for particular subject matter ideas in specific classroom contexts. honoring the idea that teaching with technology is a complex, ill-structured task, we propose that understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity. the tpack framework builds on shulman’s (1987, 1986) descriptions of pck to describe how teachers’ understanding of educational technologies and pck interact with one another …

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om the content to be covered in an undergraduate course on art appreciation or a graduate seminar on astrophysics. knowledge of content is of critical importance for teachers. as shulman (1986) noted, this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. knowledge and the nature of inquiry differ greatly between fields, and teachers should understand the deeper knowledge fundamentals of the disciplines in which they teach. in the case of science, for example, this would include knowledge of scientific facts and theories, the scientific method, and evidence-based reasoning. in the case of art appreciation, such knowledge would include knowledge of art history, famous paintings, sculptures, artists and their historical contexts, as well as knowledge of aesthetic and psychological theories for evaluating art. the cost of not having a comprehensive base of content …

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creation of typological and comparative methods. plan: 1. the challenges of teaching with technology 2. an approach to thinking about technology integration 3. technology knowledge 4. pedagogical knowledge 5. pedagogical content knowledge introduction 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 technologie...

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