Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A
framework for integrating technology in teacher knowledge. Teachers College Record,
108(6), 1017-1054.
This paper offers a theoretical framework for educational technology called Technological Pedagogical Content Knowledge (TPCK). The underlying meaning and importance of the framework is that teaching is a highly complex activity that draws on many types of knowledge. With the digital age, this knowledge is not just limited to content knowledge of pedagogical knowledge. Technological competence is now a core competency for instructors in the digital age.
The framework exists of three overlapping circles (Venn Diagram) where each of these competencies overlap and join together for instructor success. This shows the overlooked relationships between the three and their importance to instruction. When the three overlap, the lead to four more types of interrelated knowledge. Because this puts technology involvement throughout, the importance of teacher education regarding technology is addressed and highlighted as a necessary skill to be trained.
Ultimately, the TPCK framework allows us to critique approaches toward developing teacher knowledge to know what is working and what is not working, or what is not enough. It also assists in developing better learning environments by integrating technology rather than teaching technology in isolation. Lastly, it can help us understand the true complexity of instructor knowledge and needed training as technologies change and move into the classroom. Instructors expected to implement technology should be trained on the learning value of the specific technology and how to best use it to meet the learning objectives.
Comments