TPACK frame work

The TPAK model is simply this: “The TPACK framework is a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies” Harris, Mishra, and Koehler (2009, p. 393). Content Knowledge (CK)Content knowledge refers to the understanding that a teacher possesses about the subject which they will teach to students.Some examples of Content knowledge are: Primary school science, high school history, undergraduate art or graduate-level astrophysics. Harris, Mishra, and Koehler (2009, p. 397). Pedagogical Knowledge (PK) encompasses the knowledge and techniques of teaching and learning in a classroom environment For example, using different learning styles such as De Bono’s six thinking hats and David Keirsey’s Temperament styles (Harris, Mishra, & Koehler, 2009). Technological Knowledge (TK) In comparison with Content and Pedagogical understanding, Technological knowledge is constantly changing. Therefore, it can be a difficult area to define. This also means that any definition of Technological knowledge is in danger of becoming outdated within a short period of time (Harris, Mishra, & Koehler, 2009). Pedagogical Content Knowledge (PCK) “Pedagogical Content Knowledge is the intersection and interaction of pedagogy and content knowledge. PCK is consistent with and similar to Shulman’s (1986) conceptualization of teaching knowledge applicable to a specific content Area” Harris, Mishra, and Koehler (2009, p. 398). Technological Pedagogical Knowledge (TPK) Technological Pedagogical Knowledge refers to how teaching and learning can alter when different technologies are used in the classroom. For example, using an interactive whiteboard in place of a normal whiteboard (Harris, Mishra, & Koehler, 2009).

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