TPACK: A Teacher's Guide
TPACK is not a brand-new idea, nor is it owned by anyone. A range of scholars have argued that technological knowledge cannot be treated as context-free and that good teaching requires an understanding of how technology relates to the pedagogy and content. Since its inception in 2006, the TPACK framework has gained popularity amongst researchers and scholars. This makes tracking the progress of TPACK difficult, but for those getting started, the seminal description of TPACK can be found in Mishra and Koehler, 2006.
Many people continue to develop the TPACK framework conceptually, theoretically, and empirically. Check out the TPACK Library link (provided in the article) for more information.
The goal of this Self-directed tutorial should be to develop an answer to the interview question: “What is your TPACK?”
What is TPACK?
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching while addressing the complex, multifaceted, and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge.
?Most instructors and administrators recognize the benefits technology can have in the classroom—whether that be preparing students for a technology-driven world or helping to simplify course, school, and district management. But too many view technology as a silver bullet to the challenges they face. It’s sometimes assumed, consciously or not, that digital tools alone can improve education.
This is exactly why the TPACK framework is important. It’s easy to think that adding a great LMS to your class strategy is going to enhance learning. But TPACK shows us that there’s a relationship between technology, content, and pedagogy, and the purposeful blending of them is key.
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Here is a brief overview of what each of these components means.
?1- Content Knowledge (CK)
This is the subject or discipline-related knowledge. This is the knowledge contained within each core subject area. For instance, "in the case of art appreciation, such knowledge would include knowledge of art history, famous paintings, sculptures, the influence of artists’ historical and social contexts, as well as knowledge of aesthetic and psychological theories for understanding and evaluating art.”
?2-Pedagogical Knowledge (PK)
This is a form of 'meta-learning', that is learning about how we learn. Pedagogical knowledge is concerned with the processes, methods, and techniques used in teaching and learning. These methods include teaching strategies used in class, lesson planning, classroom management, assessment strategies, comprehension check techniques, and many more.
?3- Technological Knowledge (TK)
Harris describes technological knowledge as being in a ‘state of flux’ for technology is constantly evolving making it hard to exactly formulate a self-contained definition of what technology knowledge really signifies. Shunning from equating it with a certain set of tools or literacies, a general conceptualization of TK can be formed to refer to the productive use of technology for ‘information processing, communication, and problem-solving.
?Learn more about TPACK:
?1.?TPACK in 2 Minutes
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2.?Now, take a deeper dive with a longer video explaining
Technological Pedagogical and Content Knowledge - TPACK
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3.?A Beginner's Guide To TPACK
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4.?How Can TPACK Be Used in the Classroom?
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5.?Developing TPACK with Learning Activity Types (PDF)
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6.?Teaching with Technologies: Is TPACK still relevant?
This is a webinar on the topic of TPACK and involves a conversation of academics discussing many aspects of TPACK
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7.?TPACK Model Explained for Teachers
By Med Kharbach, PhD
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8.?TPACK Library via TPACK.org
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