Module 7

Cards (9)

  • It is called technological pedagogical content knowledge (or TPACK for short), that describes the kinds of knowledge needed by a teacher for effective technology integration. The TPACK framework emphasizes how the connections among teachers' understanding of content, pedagogy, and technology interact with one another to produce effective teaching.
  • TPACK framework suggests that teachers need to have deep understandings of each of the above components of knowledge in order to orchestrate and coordinate technology, pedagogy, and content into teaching.
  • Three major knowledge components form the foundation of the TPACK framework as follows: 1. Content knowledge (CK) refers to any subject-matter knowledge that a teacher is responsible for teaching. 2. Pedagogical knowledge (PK) refers to teacher knowledge about a variety of instructional practices, strategies, and methods to promote students' learning. 3. Technology knowledge (TK) refers to teacher knowledge about traditional and new technologies that can be integrated into curriculum.
  • Four components in the TPACK framework, address how these three bodies of knowledge interact, constrain, and afford each other as follows: 1. Technological Content Knowledge (TCK) refers to knowledge of the reciprocal relationship between technology and content. Disciplinary knowledge is often defined and constrained by technologies and their representational and functional capabilities.
  • 2. Pedagogical Content Knowledge (PCK) is to Shulman's (1986) notion of "an understanding of how particular topics, probłems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction" (p. 8).
  • 3. Technological Pedagogical Knowledge (TCK) refers to an understanding of technology that can constrain and afford specific pedagogical practices. 4. Technological Pedagogical Content Knowledge (TPACK) refers to knowledge about the Complex relations among technology, pedagogy, and content that enable teachers to develop appropriate and context-specific teaching strategies.
  • Shulman's (1986) model of Pedagogical Content Knowledge Similar frameworks: 1. ICT-Related PCK differs from TPACK in that it conceptualizes the integration of technology into teaching as happening within the realm of PCK, and requiring additional types of knowiedge within PCK, whereas the TPACK ramework considers technology knowledge as its own body of knowledge. 2. Technological Content Knowledges - a theoretical framework defined by an emphasis on the "total intersection" between technology and content
  • Shulman's (1986) model of Pedagogical Content Knowledge Similar frameworks:
    3. Knowledge of Educational Technology
    • 3. Knowledge of Educational Technology is different from the TPACK framework, in that the TPACK framework emphasizes the interactions between content, pedagogy, and technology- treating technology knowledge as separate but interacting with all other forms of teacher knowledge.in that the TPACK framework emphasizes the interactions between content, pedagogy, and technology- treating technology knowledge as separate but interacting with all other forms of teacher knowledge.
  • Shulman's (1986) model of Pedagogical Content Knowledge Similar frameworks:
    4 . Electronic Pedagogical
    Content Knowledge (ePCK) consists of knowledge that teachers must possess in order to successfully integrate technology into their classrooms.5. Technological Pedagogical Content Knowledge - Web (TPCK-W) consists of knowledge of TPACK components content and pedagogy, and in place of general technology, the World Wide Web.