Techonological Echnological Pedagogical Content
Knowledge (TPACK): A Framework For Developing
Teaching Efficiency
ABSTRACT
The technological pedagogical content knowledge (TPACK) framework is increasing in use
by educational technology researchers around the world who are interested in issues
related to technology integration. Three own body of knowledge i.e technological,
pedagogical and content knowledge, intersect each other and generate a new knowledge.
The framework proposes that combining these three core types of knowledge results in four
additional types of knowledge: pedagogical content knowledge (PCK), technological
pedagogical knowledge (TPK), technological content knowledge (TCK), and technological
pedagogical content knowledge (TPACK). The TPACK, arising from the core intersection of
these three information. Components. Some similar frameworks have been developed
both independently and directly out of the TPACK framework, most based upon Shulman’s
model of Pedagogical Content Knowledge. The TPACK framework offers several
possibilities for promoting research in teacher education, teacher professional
development, and teachers’ use of technology. It offers options for looking at a complex
phenomenon like technology integration in ways that are now flexible and adaptable to
analysis and development. TPACK framework develop the ability of teachers to use and
understand the advent technology that reduce the generational digital divide, which is a
common barrier because it challenges teachers to keep up with the ever changing
technology in classroom.
KEYWORDS
СК, РК. ТК, СРК, СТК, ТРК, ТРАСК.
INTRODUCTION
Knowledge related to the effective use of educational technologies has become widely
recognized as an important aspect of an teachers’ knowledge-base for the 21st Century.
Early in the history of educational technology, educators were taught in technology classes
1
, that focused primarily on technology skills independent from the pedagogical or content
courses.
Effective technology integration for pedagogy around specific subject matter requires
developing sensitivity to the dynamic, transactional relationship between these
components of knowledge situated in unique contexts. Individual teachers, grade-level,
school-specific factors, demographics, culture, and other factors ensure that every
situation is unique, and no single combination of content, technology, and pedagogy will
apply for every teacher, every course, or every view of teaching.
Technological Pedagogical Content Knowledge (TPCK)
In 20th century PCK framework was developed by Shulman’s (1986, 1987) and it gives the
concept of pedagogical content knowledge (PCK). Rapid development in technology in 21
century Koehler & Mishra, (2006,2009) explicitly integrate the component of technological
knowledge into the PCK model and termed as technological pedagogical content
knowledge. The TPACK framework is most commonly represented using a Venn diagram
with three overlapping circles, each representing a distinct form of teacher knowledge (see
Fig. 4). The framework includes three core categories of knowledge: pedagogical
knowledge (PK), content knowledge (CK), and technological knowledge (TK). The
framework proposes that combining these three core types of knowledge results in four
additional types of knowledge: pedagogical content knowledge (PCK), technological
pedagogical knowledge (TPK), technological content knowledge (TCK), and technological
pedagogical content knowledge (TPACK).
The TPCK framework was simply renamed as TPACK (pronounced “tee-pack”) for the
purpose of making it easier to remember and to form a more integrated whole for the three
kinds of knowledge addressed: technology; pedagogy, and content (Thompson & Mishra,
2007-2008).
Content Knowledge (CK)
It is Teachers’ knowledge about the subject matter to be learned or taught. The knowledge
of content is critically important for teacher (Koehler & Mishra, 2009). As Shulman (1986)
noted, this knowledge would include knowledge of concepts, theories, ideas,
organizational frameworks, knowledge of evidence and proof, as well as established
practices and approaches toward developing such knowledge. It is differed the in
2
Knowledge (TPACK): A Framework For Developing
Teaching Efficiency
ABSTRACT
The technological pedagogical content knowledge (TPACK) framework is increasing in use
by educational technology researchers around the world who are interested in issues
related to technology integration. Three own body of knowledge i.e technological,
pedagogical and content knowledge, intersect each other and generate a new knowledge.
The framework proposes that combining these three core types of knowledge results in four
additional types of knowledge: pedagogical content knowledge (PCK), technological
pedagogical knowledge (TPK), technological content knowledge (TCK), and technological
pedagogical content knowledge (TPACK). The TPACK, arising from the core intersection of
these three information. Components. Some similar frameworks have been developed
both independently and directly out of the TPACK framework, most based upon Shulman’s
model of Pedagogical Content Knowledge. The TPACK framework offers several
possibilities for promoting research in teacher education, teacher professional
development, and teachers’ use of technology. It offers options for looking at a complex
phenomenon like technology integration in ways that are now flexible and adaptable to
analysis and development. TPACK framework develop the ability of teachers to use and
understand the advent technology that reduce the generational digital divide, which is a
common barrier because it challenges teachers to keep up with the ever changing
technology in classroom.
KEYWORDS
СК, РК. ТК, СРК, СТК, ТРК, ТРАСК.
INTRODUCTION
Knowledge related to the effective use of educational technologies has become widely
recognized as an important aspect of an teachers’ knowledge-base for the 21st Century.
Early in the history of educational technology, educators were taught in technology classes
1
, that focused primarily on technology skills independent from the pedagogical or content
courses.
Effective technology integration for pedagogy around specific subject matter requires
developing sensitivity to the dynamic, transactional relationship between these
components of knowledge situated in unique contexts. Individual teachers, grade-level,
school-specific factors, demographics, culture, and other factors ensure that every
situation is unique, and no single combination of content, technology, and pedagogy will
apply for every teacher, every course, or every view of teaching.
Technological Pedagogical Content Knowledge (TPCK)
In 20th century PCK framework was developed by Shulman’s (1986, 1987) and it gives the
concept of pedagogical content knowledge (PCK). Rapid development in technology in 21
century Koehler & Mishra, (2006,2009) explicitly integrate the component of technological
knowledge into the PCK model and termed as technological pedagogical content
knowledge. The TPACK framework is most commonly represented using a Venn diagram
with three overlapping circles, each representing a distinct form of teacher knowledge (see
Fig. 4). The framework includes three core categories of knowledge: pedagogical
knowledge (PK), content knowledge (CK), and technological knowledge (TK). The
framework proposes that combining these three core types of knowledge results in four
additional types of knowledge: pedagogical content knowledge (PCK), technological
pedagogical knowledge (TPK), technological content knowledge (TCK), and technological
pedagogical content knowledge (TPACK).
The TPCK framework was simply renamed as TPACK (pronounced “tee-pack”) for the
purpose of making it easier to remember and to form a more integrated whole for the three
kinds of knowledge addressed: technology; pedagogy, and content (Thompson & Mishra,
2007-2008).
Content Knowledge (CK)
It is Teachers’ knowledge about the subject matter to be learned or taught. The knowledge
of content is critically important for teacher (Koehler & Mishra, 2009). As Shulman (1986)
noted, this knowledge would include knowledge of concepts, theories, ideas,
organizational frameworks, knowledge of evidence and proof, as well as established
practices and approaches toward developing such knowledge. It is differed the in
2
