TPACK framework Technological, Pedagogical and Content Knowledge

We will discover TPACK's underlying learning theories and associated approaches, tasks and products. Let's unpack the bright idea of the TPACK Framework!

What is tpack?

Technological, Pedagogical and Content Knowledge is a framework used to understand and describe the kinds of knowledge needed for effective pedagogical practice in a technological learning environment.

Underlying learning theories

The concept of Pedagogical Content Knowledge (PCK) was first introduced by Lee Shulman in 1986 and later revisited by Punya Mishra and Matthew Koehler in 2006. The progression of technology prompted them to add that component to the learning framework.

Although the creators of TPACK have argued it is its own theory, we can see connections to the constructivist and cognitive theories.

The Constructivist Connection

The constructivist theory in education states that learners will construct new understandings and knowledge rather than passively taking in knowledge, integrating this knowledge with what they already know.

The constructivist theory relates to TPACK in that teachers rely on their own experiences and knowledge when constructing meaningful lessons using technology to advance student learning. As teachers learn new forms of technology and share that knowledge with their students, both teachers and students build on this new-found knowledge throughout the school year.

The Cognitive Connection

The cognitive learning theory in education explains how internal and external factors influence an individual's mental processes to supplement their learning.

The cognitive theory relates to TPACK in that teachers must evaluate how their students learn, examining what technologies may work best in order to enhance and engage student learning.

"Because it considers the different types of knowledge needed and how teachers themselves could cultivate this knowledge, the TPACK framework thus becomes a productive way to consider how teachers could integrate educational technology into the classroom."

~ Dr. Surhat Kurt

Did you know?

the designers

Punya Mishra and Matthew J. Koehler, researchers from Michigan State University designed the TPACK framework in 2006 as they searched for a productive approach to the many challenges teachers face as they attempt to implement edtech in their classrooms.

The order matters

By differentiating among the three types of knowledge, the TPACK framework outlines how content and pedagogy form the foundation for effective edtech integration. The order is important because the technology must communicate the content and support the pedagogy in order to enhance student learning.

one size does not fit all

Any effective implementation of technology in the classroom requires an acknowledgement of the dynamic and relationship of content, pedagogy, and technology within the unique context of the individual educator, the grade level, the class demographics, and more, meaning every situation will be different.

TPACK combinations include:

CK: Content Knowledge refers to the facts, concepts, theories, and principles that are taught and learned in specific academic courses, rather than to related skills—such as reading, writing, or researching—that students also learn in school

TK: Technology Knowledge is used to describe knowledge about and the ability to operate specific technologies such as the internet. T-knowledge also includes the ability required to operate particular technologies.

PK: Pedagogical Knowledge refers to the specialized knowledge of teachers for creating effective teaching and learning environments for all students.

TCK: Technology Content Knowledge refers to knowledge about how technology may be used to provide new ways of teaching content.

PCK: Pedagogical Content Knowledge is a type of knowledge that is unique to teachers, and is based on the manner in which teachers relate their pedagogical knowledge (what they know about teaching) to their subject matter knowledge (what they know about what they teach).

TPK: Technological Pedagogical Knowledge is an understanding of how teaching and learning changes depending upon what technologies are used; knowing an array of different tools and their appropriateness within different strategies.

TPACK: Technological Pedagogical Content Knowledge is meaningful, skilled teaching which strategically uses technology to achieve learning.

share your ideas and thoughts on our padlet board!

Share some knowledge that you have learned during remote and hybrid teaching and label it either tpk, tck, or tpack.

"We feel most effective in our role as a teacher when we can inspire curiosity and develop learning experiences that mimic professional issues in the real world all while modeling mindful and ethical digital citizenship."

~Williamson&Redish, 2009

examples of tpack in the classroom

reading assignment:

Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too

By: Punya Mishra and Matthew Koehler

optional reading

TPACK Model Based Instruction in Teaching Writing: An Analysis on TPACK Literacy

Technological Pedagogical Content Knowledge (TPACK in Action

Processes of Practice and Identity Shaping Teachers' TPACK Enactment in a Community of Practice

TPACK-Time to Reboot?


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