What is TPACK?


The knowledge that teachers have that allows them to integrate technology is described by Koehler & Mishra (2008) as Technological Pedagogical Content Knowledge (TPCK), or “an understanding that emerges from an interaction of content, pedagogy, and technology knowledge (p. 12).” TPCK has been renamed ‘TPACK’ because it “emphasizes, through the letters, the three kinds of knowledge (Technology, Pedagogy, and Content)” and the notion that “they form an integrated whole, a ‘Total PACKage’ as it were, for helping teachers take advantage of technology to improve student learning” (p. 38).



TPACK_knowledge_components.jpg

The diagram illustrates the three areas of technology knowledge that impact a teacher’s successful use of technology in teaching practice. We believe that there is a need to provide concrete examples of what TPACK looks like in practice or identify the characteristics of the individual knowledge components. We describe the three areas as:

Technical Knowledge (TK):
Technical skills plus competent personal use with the tools
Technological Content Knowledge (TCK):
Ability to match the technology to the subject matter content to achieve specific subject matter goals or learning outcomes
Technological Pedagogical Knowledge (TPK):
Practical teaching competencies (i.e., classroom management, organization, evaluation, differentiated support resources, accommodating prior knowledge) during planning and implementation


Each of these areas is more fully explained in the links on the left and a full overview of those characteristics that unpack TPACK is presented on the Taxonomy link.





References:
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.) Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators. New York: Routledge.

Thompson, A., & Mishra, P. (2008) Breaking news: TPCK becomes TPACK! Journal of Computing for Teacher Educators, 24(2), 38.