Technological Pedagogical Content
Knowledge: A Framework for Teacher
Knowledge
Presented by Rianna Lopez
Reading for Week 4
This presentation is based on the following reading, as part of the Master of
Education topic EDUC 9701...
Pedagogy & Content
Pedagogy
 process and practice/methods of teaching and learning
Content
 subject matter to be learned...
Pedagogical Content Knowledge
 Shulman’s (1986) notion of PCK - Pedagogical Content Knowledge demonstrates that
pedagogy ...
Pedagogy, Content & Technology
 Three main components of learning environments
 How do we define technology? Examples?
...
TPCK: Technological Pedagogical Content Knowledge
 Good teaching requires an “understanding
of how technology relates to ...
TPCK: Technological Pedagogical Content Knowledge
 7 domains:
 Content Knowledge
 Pedagogical Knowledge
 Pedagogical C...
Discussion Group Questions
 Complete the blank TPCK diagram by identifying and labelling the 7 parts
 Each participant c...
In summary
 TPCK is a conceptual framework for educational technology, building on PCK by teachers
integrating technology...
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Technological pedagogical content knowledge

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  • The interesting thing about this presentation is that how teachers embedded pedagogical knowledge towards the use of technology itself, teachers should understand how to use the technology in pedagogical area in order to enhance the teaching and learning process in the classroom. The use of technology in teaching and learning process might destruct students concentration toward the content knowledge if the teachers just transform their knowledge to the technology without referring to the prior knowledge of students. So, thank you for the presentation Rianna...
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  • Technology+ Pedagogy+ Content Knowledge= The perfect formula in teaching process for both teachers and students.
    Well explanation Rianna! Thank you.
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  • TPCK is a very insightful framework. It might also applicable in my context, i.e. workplace setting. In the future, I would like to integrate ICT in teaching and learning by implementing e-learning. This framework might be of use. In order to do this, I should know what technology can do to enhance learning where in turn this might also affect pedagogy and also content.
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  • Thank you Rianna for an excellent presentation.
    I really gave me another thought about the way of teaching and I really like the way that puts the three components of contemporary educational settings: technology, pedagogy and content, and think about the different variables that effect each of them. It is a great starting point to evaluate oneself's as a teacher and then dissect them to combine the three components together for effective education.
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  • A very well thought out summary of an extremely long article. I particularly loved the idea of asking us to fill in the diagram and relate it to our own teaching experience. I have learnt a lot from this presentation and the discussion also a fantastic way of helping us to think about this in reality and not just as a theoretical framework. Congratulations, Breanna.
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Technological pedagogical content knowledge

  1. 1. Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge Presented by Rianna Lopez
  2. 2. Reading for Week 4 This presentation is based on the following reading, as part of the Master of Education topic EDUC 9701 Effective Use of ICT for Learning & Teaching: Mishra, P & Koehler, MJ. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.
  3. 3. Pedagogy & Content Pedagogy  process and practice/methods of teaching and learning Content  subject matter to be learned and taught (p. 1025)  Historically, the focus was on the content knowledge of the teacher  Then it shifted to pedagogy and general pedagogical classroom practices as separate to subject matter (p. 1020) Content Pedagogy
  4. 4. Pedagogical Content Knowledge  Shulman’s (1986) notion of PCK - Pedagogical Content Knowledge demonstrates that pedagogy and content are not isolated from each other  “How subject matter are organised, adapted, and represented for instruction” (p. 1021) PCK: Content Knowledge Pedagogical knowledge
  5. 5. Pedagogy, Content & Technology  Three main components of learning environments  How do we define technology? Examples?  Old technologies  standard and stable  New technologies  require teachers to constantly learn new skills and techniques  Knowledge of technology is often seen as separate to knowledge of content and pedagogy C T P
  6. 6. TPCK: Technological Pedagogical Content Knowledge  Good teaching requires an “understanding of how technology relates to pedagogy and content” (p. 1026)  ‘Knowledge about content (C), pedagogy, (P) and technology (T) is central for developing good teaching’ (p. 1025)  This framework “emphasises the connections, interactions, affordances and constraints between and among content, pedagogy and technology” (p. 1025) by building on Shulman’s (1986) notion of PCK  Examples in teaching & learning C T P
  7. 7. TPCK: Technological Pedagogical Content Knowledge  7 domains:  Content Knowledge  Pedagogical Knowledge  Pedagogical Content Knowledge  Technological Knowledge  Technological Content Knowledge  Technological Pedagogical Knowledge  Technological Pedagogical Content Knowledge C T P
  8. 8. Discussion Group Questions  Complete the blank TPCK diagram by identifying and labelling the 7 parts  Each participant choose one of the parts and give an example of how it looks in your teaching/training context (see p. 1026)  How would knowledge of the TPCK Framework benefit you/other teachers in your context?
  9. 9. In summary  TPCK is a conceptual framework for educational technology, building on PCK by teachers integrating technology into their pedagogy.  Supports & links to:  constructivist teaching & inquiry based learning  Teachers’ Professional Development  Learning technology by design  Cultural Historical Activity Theory (CHAT)  Based on the understanding that teaching is ‘a highly complex activity…occurring in an ill- structured, dynamic environment’ (p.1020).

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