What is TPACK?

TPACK is defined as the knowledge framework for teachers on how to use the technology in teaching a particular content. This framework also integrates the pedagogical approach as one the aspects. TPCK which is more popular with the TPACK, stands for Technology, Pedagogy and Content Knowledge (Koehler,& Mishra, 2009). Before elaborating further about the integration among these three aspects, I would like to elaborate each component separately.

Technology.

Technology refers to all kind of technology. This can be analog or digital, traditional or modern one. Yet TPACK seemingly focuses on the newer technology for instance the use of computer, internet, i pod, and mobile phone as the tool to support the learning process.

Content.        

This refers to the subject or subject matter that a teacher usually teaches in the class. Geography, language, Math and Chemistry are its examples

Pedagogy

Pedagogy, I define as a teaching method the teachers used to teach a particular content. Broer (2004) defines pedagogy as the art of teaching.

From the articles I read and the lectures I followed, I found the term like technology knowledge, content knowledge and pedagogical knowledge. What do these terms mean?

Technology knowledge

Technology knowledge refers to the capability of the teachers to understand the information and technology broadly enough, apply it in their work and daily lives, recognize if the technology can assist the achievement of the goal and continually adapt to the changes of technology (Koehler,& Mishra, 2009).

Content knowledge

The content knowledge refers to the teachers’ knowledge about the subject matter to be leant. This includes the knowledge of concept, theories, ideas, organizational framework, knowledge of evidence and proof as well as practices and approaches towards developing such knowledge (Shulman, 1986).

Pedagogical knowledge

Pedagogical knowledge is the teacher’s deep understanding about the processes and practices or method of teaching and learning. It includes knowledge about understanding the nature of the students, strategies for evaluating the students, understanding cognitive, social and development of the theory and how they apply to the students in the class room (Koehler,& Mishra, 2009).

            Now I try to discuss the how technological knowledge, content knowledge and pedagogical knowledge interact one another.

Technological content knowledge

This term means the teacher should understand the manner in which technology and content influence and constrain one another. Teachers need to understand which specific technologies are best suited for addressing subject matter and how content influences or even changes the technology (Koehler,& Mishra, 2009).

Technological, pedagogical content knowledge

This requires an understanding of how teaching and learning can change when particular technologies are used in the particular ways. This includes knowing the pedagogical affordances and constrains of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies (Koehler,& Mishra, 2009).

Finally, it can be concluded that TPACK is knowledge emerged from the interactions among content, technology and pedagogy. TPACK is the basis of effective teaching with technology; requiring the understanding of using technology; pedagogical ways of using technology in constructive ways to teach the content: knowledge of what makes concepts are easy or difficult to learn and how technology can help redress the problem students face (Koehler,& Mishra, 2009).

How TPACK benefits the teachers?

With TPACK teachers have the flexibility in teaching. The process of teaching itself becomes varied and interesting to the students. Teachers have many options of teaching to teach a certain topic. Topics that seems hard to be understood by the students becomes easier to explain. Teachers can use the hand of technology to support the subject matter they teach and pedagogical approach they use.  

Sources

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. 

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Reseacher, 15(2), 4-14.