Technological Pedagogical Content Knowledge (TPACK) 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 TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).
This is an IMPORTANT framework that Administrators can utilize to question teachers in relation to integrating technology in the classroom.
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.
Technological Knowledge Reflection (TK)
• Does the tool do all that I think it can?
• Does the tool do all that I need it to?
• Is the tool simple enough for students to use?
Pedagogical Knowledge Reflection (PK)
• Are the tasks well suited to my outcomes?
• Are the tasks well suited to my learners?
• Are the tasks unclear in any way?
• Does the sequencing of the tasks make sense?
Content Knowledge Reflection (CK)
• Do the students have all of the information they need to complete the task?
• Do the students need any scaffolding I hadn’t anticipated?
• Do the students have the necessary content skills needed to complete the task?
Pedagogical Content Knowledge (PCK)
• Are the pedagogical strategies of the tasks appropriate for the types of activities?
• Are there other strategies that I may not use as often (or be as comfortable with), but that might be more appropriate for this task?
Technological Pedagogical Knowledge (TPK)
• Does the tool that I chose fit the type of task that I wanted to do?
• Is there another tool that might be better suited to this type of task?
• Does the tool make sense in terms of the diverse learners in my classroom?
Technology Content Knowledge (TCK)
• Are there ways that the technology can bring new content knowledge to my students in ways that couldn’t be done without it?
Technology Pedagogy Content Knowledge (TPCK)
• Is this activity well balanced?
• Does it tend to lean more towards one of the TPACK factors?