Technological Pedagogical Content Knowledge (TPACK)
We have understood for a long time that expert teachers are those who can bring together their deep knowledge of subject matter with profound understanding of what is good for learning. The combination has been described as Pedagogical Content Knowledge (PCK) and is more than the simple addition of two parts. The fusion is what enabled expert 20th century teachers to transform subject content and represent it in ways that made it accessible to individual learners in their specific contexts.
In the 21st century, Information and Communication Technology (ICT) is providing us with new ways to access and process knowledge in every field. ICT is also transforming pedagogy by providing new ways to engage learners.
Expert teachers now are those who can bring together knowledge of subject matter, what is good for learning, and technology (ICT). The combination is described as Technological Pedagogical Content Knowledge (TPACK). It is more than simply adding ICT to traditional approaches. It depends upon deep knowledge of how ICT can be used to access and process subject matter (TCK) and understanding how ICT can support and enhance learning (TPK) in combination with PCK.
The expertise embodied in the TPACK of a teacher is different from the knowledge of a discipline expert (say a scientist or a historian), a technologist (a computer scientist), or an expert on learning (a psychologist). Teaching mathematics to Year 5 learners requires different pedagogical uses of ICT than teaching history in secondary school or literacy in the early years. In each case, the expert teacher needs to make creative links between what is being learned (content), how it is taught (pedagogy), and the appropriate tools (technology).
Watch a keynote presentation by Mishra and Koehler at the TTF conference Sydney Australia, March 2011.This presentation addresses two key themes: 'What does TPACK mean for education in Australia?' and 'Unifiying the Vision.' Here is an explanation of the development of the TPACK concept; an explanation by the authors of the TPACK theory; A discussion on the way TPACK is gaining momentum; Examples of TPACK in action across the world; Developing and measuring TPACK and Planning for the future.
TPACK - Technological Pedagogical Content Knowledge
This professional website was developed by Dr Matthew J. Koehler, Associate Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University. The website provides content from one of the two theorists who developed the TPACK model.
Punya Mishra's web
Punya Mishra, Professor of Educational Psychology and Educational Technology at the College of Education, Michigan State University, publishes an ongoing digital archive. Mishra is one of the two theorists who developed the TPACK model.
'Ideas videos' (or iVideos) are 'short, two-minute, digital videos designed to evoke powerful experiences about educative ideas' (Wong et al., 2007, p.1). The videos were created by prospective K-6 teachers as part of their course with Lecturer Matt Kearney, at the University of Technology Sydney, Australia during semester one, 2011. (Wong, D, Mishra, P, Koehler, MJ and Siebenthal, S 2007, 'Teaching as filmmaking: On appreciating the aesthetics of educational experience', in Girod M and Steed J (eds),Technology in the college classroom: Education. Stillwater, OK: New Forums Press.)
Learning activity types wiki
School of Education, College of William & Mary Williamsburg, Virginia USA
This is a virtual place for people interested in learning to 'operationalise TPACK' via curriculum-based learning activity types ('ATs').