Technological Pedagogical Content Knowledge

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Technological Pedagogical Content Knowledge ( TPACK ) is a framework within which teachers can understand and describe the types of knowledge teachers need to create a technology-enhanced learning environment for students.

background

The idea of pedagogical content knowledge (PCK) was first described by Lee Shulman . TPACK builds on this core idea by incorporating the technology. Shulman's system was expanded accordingly by Punya Mishra and Matthew J. Koehler of Michigan State University .

concept

The authors point out that an effective integration of technology in the classroom requires specific knowledge about the classroom content. This is where technology, pedagogy and concrete content come together. A teacher must be able to balance these relationships. Not only does he need the relevant specialist knowledge, he also needs to be a technology expert, an expert in teaching and, as an educator, also an experienced educator. The TPACK Framework highlights the complex relationships between concrete content, pedagogy and technology and defines a useful organizational structure, what teachers need to know in order to integrate technology effectively.

They also point to fundamental problems for integrating technology into teaching. Inadequate facilities in the school make web applications available to students with difficulty , even though more than 98% of them have internet access. The time available and teacher training would also have an impact on how technology can be used in the classroom.

TPACK consists of 7 different areas of knowledge:

Technology knowledge (TK)

Technology knowledge in the context of technology integration in schools includes digital technologies such as laptops, the Internet and software applications. However, TK goes beyond digital competence. It encompasses knowledge that enables the user to change the purpose of an existing technology (e.g. wikis) so that it fits into a learning environment enhanced by this technology.

Content knowledge (CK)

Content knowledge includes knowledge of concepts, theories, conceptual frameworks as well as knowledge of accepted ways of developing new subject-specific knowledge.

Pedagogical Knowledge (PK)

Pedagogical knowledge includes general knowledge of how students learn, teaching methods, assessment methods and knowledge of various theories about learning.

Pedagogical content knowledge (PCK)

Content-specific pedagogical knowledge includes knowledge of how pedagogy can be effectively merged with content knowledge . It is thus knowledge of how a topic can be made understandable for the learners. Archambault and Crippen found that the PCK field of knowledge also includes knowledge of whether a topic is easy or difficult to learn and what student misconceptions are associated with this topic.

Technology-specific content knowledge (TCK)

Technology-specific content knowledge refers to knowledge of how technology can be used and what possibilities it offers to convey new teaching content . For example, digital animations enable students to get ideas about the processes inside an electric motor / generator and the importance of electrons for this.

Technological-pedagogical knowledge (TPK)

Technological pedagogical knowledge refers to the needs and constraints that technology brings with it as an enabler of different teaching methods. Tools for online collaboration (online collaboration) can e.g. B. Facilitating social learning for learners from different locations (e.g. doing homework together)

Technological-pedagogical content knowledge (TPACK)

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay of CK, PK and TK when using technology in the teaching-learning process. It includes an understanding of the complexities of relationships between students, teachers, content, methods and technologies

literature

  • L. Archambault, K. Crippen: Examining TPACK among K-12 online distance educators in the United States. In: Contemporary Issues in Technology and Teacher Education. Volume 9, No. 1, 2009, pp. 71-88.
  • J. Harris, P. Mishra, M. Koehler: Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. In: Journal of Research on Technology in Education. Volume 41, No. 4, 2009, pp. 393-416.
  • MJ Koehler, P. Mishra: Introducing TPCK. In: JA Colbert, KE Boyd, KA Clark, S. Guan, JB Harris, MA Kelly, AD Thompson (Eds.): Handbook of Technological Pedagogical Content Knowledge for Educators. Routledge, New York 2008, pp. 1-29.
  • P. Mishra, MJ Koehler: Technological pedagogical content knowledge: A framework for teacher knowledge. In: Teachers College Record. Volume 108, No. 6, 2006, pp. 1017-1054.
  • ML Niess: Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. In: Teaching and Teacher Education. Volume 21, 2005, pp. 509-523.
  • LS Shulman: Those who understand: Knowledge growth in teaching. In: Educational Researcher. Volume 15, No. 4, 1986.

Web links

Individual evidence

  1. ↑ Shulman 1986.
  2. ^ Archambault & Crippen, 2009.
  3. ↑ JIM study 2012.
  4. ^ Harris, 2008.
  5. ↑ Shulman, 1986.
  6. ↑ Harris et al., 2009; Shulman, 1986.
  7. ↑ Shulman, 1986.
  8. ↑ 2009
  9. ^ Niess, 2005.
  10. ↑ Mishra & Köhler, 2006.
  11. ^ Schmidt, Thompson, Koehler, Shin & Mishra, 2009.
  12. ^ Archambault & Crippen, 2009.