What is TPACK?

In my last post I wondered how flexible learning and supporting technologies can be implemented in such way that learners and teachers benefit most, with the least disadvantages and if there are some general guidelines to help with that. One approach that could be helpful for integrating technology into curricula is the TPACK framework.

The TPACK framework is based on the PCK-model of Lee Shulman (1987 in Koehler, & Mishra, 2009). TPACK stands for Technology, Pedagogy, and Content Knowledge and the framework is meant to describe teachers' knowledge. It is assumed that the development of knowledge on technology, pedagogy and content is essential for teachers to effectively use technology in their teaching.

Content knowledge is described as the knowledge a teacher has about a certain subject matter that has to be taught. Pedagogical knowledge is the knowledge that a teacher has about how students learn, classroom management skills, lesson planning and assessment. Technological knowledge is the knowledge a teacher has about both traditional and digital technologies and the ability to develop such knowledge when technology evolves.

It's not just about the three different types of knowledge though. The model also describes the complex interaction between the three types of knowledge. That interaction leads to flexible learning that the teacher needs to successfully integrate technology into the classroom practices.
A representation of the TPACK framework is shown above. In the figure you can see that the interaction between different types of knowledge leads to new types of knowledge teachers need, namely:

• Pedagogical Content Knowledge PCK
  Knowledge of pedagogy that is applied to the teaching of a certain topic (e.g. How can a teacher discover students' misconceptions about vulcanos and how can you adapt pedagogical strategies to that?)
• Technological Content Knowledge TCK
  Knowledge about the way technology and content influence each other (e.g. How can a teacher explain the working of a vulcano with the use of a technology like a simulation?)
• Technological Pedagogical Knowledge TPK
  Knowledge of how the use of technology can change teaching and learning (e.g. What are the pedagogical benefits of a certain technology?)
• Technology, Pedagogy and Content Knowledge TPACK
  Knowledge about how to teach specific content supported by technology (e.g. How does a simulation of an erupting vulcano fit with a teacher's pedagogical strategies?)

All types of knowledge interact with particular contexts. According to Koehler and Mishra (2009) that's why there is no 'one-best-way' to integrate technology into curricula. If technology is integrated into curricula each particular subject and each specific context have to be considered. The main idea is that you start with one teacher, talk and listen to that teacher and think of ways in which technology can support that teacher's specific lessons in that teacher's specific context.

References
Koehler, M.J., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), pp.60-70.