This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.

1. ASSIGNMENT
TECHNO PEDAGOGIC CONTENT
KNOWLEDGE ANALYSIS -
MATHEMATICS
AKHILA. G
Reg:No: 13303001
Techno Pedagogic Content

2. Knowledge Analysis
Techno pedagogic content knowledge analysis describes a framework for teacher
knowledge for technology integration called technological pedagogical content
knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and
content knowledge). This framework builds on Lee Shulman’s construct of pedagogical
content knowledge (PCK) to include technology knowledge. The development of
TPACK by teachers is critical to effective teaching with technology.
The TPACK Framework
The TPACK framework argues that effective technology integration for teaching specific
content or subject matter requires understanding and negotiating the relationships
between these three components: Technology, Pedagogy, and Content. A teacher capable
of negotiating these relationships represents a form of expertise different from, and
(perhaps) broader than, the knowledge of a disciplinary expert (say a scientist or a
musician or sociologist), a technology expert (a computer engineer) or an expert at
teaching/pedagogy (an experienced educator).
TPACK Knowledge Areas
TPACK consists of 7 different knowledge areas: (i) Content Knowledge (CK), (ii)
Pedagogical Knowledge (PK), (iii) Technology Knowledge (TK), (iv) Pedagogical
Content Knowledge (PCK), (v) Technological Content Knowledge (TCK), (vi)
Technological Pedagogical Knowledge (TPK), and (vii) Technological Pedagogical
Content Knowledge (TPCK). All of these knowledge areas are considered within a
particular contextual framework.
The nature of technologies (both analog and digital) is considered, as well as how the
inclusion of technology in pedagogy further complicates teaching. The TPACK
framework for teacher knowledge is described in detail, as a complex interaction among
three bodies of knowledge: Content, pedagogy, and technology. The interaction of these
bodies of knowledge, both theoretically and in practice, produces the types of flexible
knowledge needed to successfully integrate technology use into teaching.
As know, teaching is a complicated practice that requires an interweaving of many kinds
of specialized knowledge. In this way, teaching is an example of an ill-structured
discipline, requiring teachers to apply complex knowledge structures across different
cases and contexts Teachers practice their craft in highly complex, dynamic classroom
contexts that require them constantly to shift and evolve their understanding. Thus,

3. effective teaching depends on flexible access to rich, well-organized and integrated
knowledge from different domains including knowledge of student thinking and learning,
knowledge of subject matter, and increasingly, knowledge of technology
Scope and Challenges of Teaching With Technology
Teaching with technology is complicated further considering the challenges newer
technologies present to teachers. In our work, the word technology applies equally to
analog and digital, as well as new and old, technologies. As a matter of practical
significance, however, most of the technologies under consideration in current literature
are newer and digital and have some inherent properties that make applying them in
straightforward ways difficult. Most traditional pedagogical technologies are
characterized by specificity (a pencil is for writing, while a microscope is for viewing
small objects); stability (pencils, pendulums, and chalkboards have not changed a great
deal over time); and transparency of function Overtime, these technologies achieve
transparency of perception they become commonplace and, in most cases, are not even
considered to be technologies. Digital technologies—such as computers, hand held
devices, and software applications—by contrast, are protean unstable and opaque On an
academic level, it is easy to argue that a pencil and a software simulation are both
technologies. The latter, however, is qualitatively different in that its functioning is more
opaque to teachers and offers fundamentally less stability than more traditional
technologies.
The TPACK framework is becoming increasingly popular as an organizing frame for the
development of educational technology professional development programs for teachers.
The use of TPACK in this way has created a need to be able to measure teacher TPACK.
Research in this field is currently ongoing as it is proving to be difficult to define the
boundaries of the different TPACK knowledge areas .
TPACK framework does not necessarily mean that new technologies must be introduced,
but instead relating creative ideas to using the technologies already available to
educators. Each component: Technology, Pedagogy, and Content must all be within a
given contextual framework.