Scribd
Upload
213 views

TPCK - Technological Pedagogical Content Knowledge

TPCK (Technological Pedagogical Content Knowledge) is a framework that describes the types of knowledge needed by teachers for effective technology integration. It involves three components - content knowledge, pedagogical knowledge, and technological knowledge - and the intersections between them. At the core is TPACK - knowledge of how technology relates to and can enhance the teaching of particular subject matter. A teacher with TPACK can skillfully select technologies, represent concepts, and adapt to student understandings and needs.

Uploaded by

Glaiza Dalayoan Flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
213 views

TPCK - Technological Pedagogical Content Knowledge

TPCK (Technological Pedagogical Content Knowledge) is a framework that describes the types of knowledge needed by teachers for effective technology integration. It involves three components - content knowledge, pedagogical knowledge, and technological knowledge - and the intersections between them. At the core is TPACK - knowledge of how technology relates to and can enhance the teaching of particular subject matter. A teacher with TPACK can skillfully select technologies, represent concepts, and adapt to student understandings and needs.

Uploaded by

Glaiza Dalayoan Flores
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PDF, TXT or read online on Scribd
You are on page 1/ 3

TPCK - Technological Pedagogical

Content Knowledge

Technological Pedagogical Content Knowledge (TPCK) attempts to capture


some of the essential qualities 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
TPCK 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 TPCK framework builds on Shulman's idea of
Pedagogical Content Knowledge.

The TPCK approach goes beyond seeing these three knowledge bases in
isoloation. 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 (TPCK). 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.

Content (CK)
Content Knowledge is knowledge about the actual subject matter that is to
be learned or taught. The content to be covered in high school social studies
or algebra is very different from the content to be covered in a graduate
course on computer science or art history. Clearly, teachers must know and
understand the subjects they teach, including: knowledge of central facts,
concepts, theories and procedures within a given field; knowledge of
explanatory frameworks that organize and connect ideas; and knowledge of
the rules of evidence and proof (Shulman, 1986). Teachers must also
understand the nature of knowledge and inquiry in different fields. For
example, how is a proof in mathematics different from a historical
explanation or a literary interpretation? Teachers who do not have these
understandings can misrepresent those subjects to their students (Ball, &
McDiarmid, 1990).

Pedagogy (PK)
Pedagogical Knowledge is deep knowledge about the processes and
practices or methods of teaching and learning and how it encompasses
(among other things) overall educational purposes, values and aims. This is
a generic form of knowledge that is involved in all issues of student learning,
classroom management, lesson plan development and implementation, and
student evaluation. It includes knowledge about techniques or methods to be
used in the classroom; the nature of the target audience; and strategies for
evaluating student understanding. A teacher with deep pedagogical
knowledge understands how students construct knowledge and acquire
skills; develop habits of mind and positive dispositions towards learning. As
such, pedagogical knowledge requires an understanding of cognitive, social
and developmental theories of learning and how they apply to students in
their classroom.

Technology (TK)
Technology knowledge is knowledge about standard technologies such as
books and chalk and blackboard, as well as more advanced technologies
such as the Internet and digital video. This would involve the skills required
to operate particular technologies. In the case of digital technologies this
would include knowledge of operating systems, and computer hardware, as
well as the ability to use standard set of software tools such as word
processors, spreadsheets, browsers, email etc. TK would include knowledge
of how to install and remove peripheral devices, install and remove software
programs, create and archive documents. Most standard technology
workshops and tutorials tend to focus on the acquisition of such skills.

You might also like