The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.

1. ASSIGNMENT
Topic:TPACK-Scope and challenges
Submitted To Submitted by
Murugadas sir Ragi .G.R
INTRODUCTION
A frame work 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

2. knowledge. The development of TPACK by
teachers is critical to effective teaching with
technology.
The TPACK framework describes the kinds
of knowledge that teacher need in order to
teach with technology and the complex
ways in which these bodies of technology
interact with one another. The builds on the
approach used by Shulman’s (1986)
Pedagogical content knowledge (PCK),
describing how and why teacher knowledge
of pedagogy and content cannot be
considered solely in isolation. Teachers,
according to Shulman ,need to master the
interaction between pedagogy and content
in order to implement strategies that help
students to fully understand content. The
TPACK framework extends Shulmans (1986)

3. notion of PCK by including knowledge of
technology.
OVERVIEW OF TPACK FRAME WORK
In the TPACK frame work, what teachers
need to know is characterized by three
broad knowledge bases technology ,
pedagogy ,and content and interaction
between and among these knowledge
bases.In this approach ,technology in
teaching is characterized as something will
beyond isolatedknowledge specific
hardware or software. Rather technology
that is introduced into teaching context
“Causes the representation of new concept
and requires developing a sensitivity to the
dynamic ,transactional relationship
between all there components(Kohler and
Mistra 2005)

4. Good teaching with technology there for
cannot be achieved by simply adding a new
piece of technology upon existing
structures. Good teaching with technology
requires a shift in existing pedagogical and
content domains.
The TPACK framework also emphasizes the
role of the context within teaching and
learning occurs. Teaching is a context
bounded activity and teachers with
developed TPACK use technology to design
learning experiences tailored for specific
pedagogies ,crafted for specific content ,as
instantiated in specific learning context.in
the sections bellows we describe each of
the components of the TPACK framework
and most importantly ,their interactions
with each other.

5. Technological knowledge
TK includes an understanding of how
to use computer software and hardware
, presentation tools such as documents
presenters and learn new technologies
used in educational context. Most
importantly TK covers the ability to
adopt to and learn new
technologiges.TK is knowledge about
standard techniques such as
books,chalk,and black board and more
advanced technologies such internet
and digital video .This involve the skills
required to operate particular
technologies . In the case of digital
technologies, This include knowledge of
operating system and computer
hardware and ability to use standard set

6. of software tools such as word processer
spreadsheet, browser’s ,and email.
Content knowledge
CK is knowledge about the actual
subject matter that is to be learned or
taught .The content to be covered in high
school science is very different.
From the content to be covered in a
graduate cause clearly teachers must know
and understand the subjects that they
teach, including knowledge of fact, concept
, theories ,and procedures within a given
field ,knowledge of explanatory frameworks
that organize and ideas and knowledge of
the rules of evidence and Proof. Teachers
must also understand the nature of
knowledge and inquiry in different fields.
Pedagogical knowledge (PK)

7. knowledge is deep knowledge about
the process and practices or methods of
teaching and learning and how it
encompasses, among other and learning
thing ,over educational purpose ,values and
aims. This is a generic form of knowledge
that is involved in all issues of student
learning ,classroom management, lesson
plan development and implication and
student evaluation . I t includes knowledge
about techniques or methods to be used in
the classroom , the nature of the target
audience and strategies for evaluating
student understanding .A teacher with deep
pedagogical knowledge understands how
students construct knowledge acquire skills
and develop habitsof mind and positive
dispositions towards learning .

8. Pedagogical content knowledge (PCK)
It is viewed as a set of special attributes
that helped someone transfer the
knowledge of context to others. Schulman
suggested that PCK was the best
knowledge base of teaching .Pedagogic
knowledge means the how of teaching
generally acquired through education
coursework and personal experience.
PCK also acknowledge the fact that
different content lends itself to different
methods of teaching .For e.g. :The teaching
of speaking skills for a foreign language
teacher requires student centered activities
where student engage in meaningful and
authentic communicative task .Contrast this
to a graduate level art appreciation seminar
where a teacher centered lecture may be

9. an appropriate way for the professor to
describe and model way of encaging with
art.
Technological content knowledge(TCK)
TCK describes knowledge of the
reciprocal relationship between technology
and content.Technology impacts what we
can represent certain content in new ways
that was not possible before. For e.g today
students can learn about the relationship
between geometric shapes and angles by
touching and playing with these concept on
the screens of portable device . Similarity
visual programming software now allows
even primary school students to pick up
programming by designing and digital
games.
Technological pedagogical knowledge

10. TPACK describes the syntheized knowledge
of each of the bodies of knowledge
described above,with a focus upon how
technology can be uniquely crafied to meet
pedagogical need to teach certain content
in specific contexts .Alone each of the
constituent bodies of knowledge that
comprise TPACK , represents a necessary
and important aspect of teaching .But
effective teaching is much more than each
of the pieces (TK,PK,AND CK).For the
teacher with TPACK knowledge of
technology ,Pedagogy and Content is
synthesized and put to use for the design of
learning experiences for students.
The TPACK framework is a testament to the
complexity of teaching.The framework
proposes that tacking all of the variable at

11. once creates effective teaching with
technology.The TPACK frame work also
functions as a theoretical and conceptual
use for researchers and educationrs to
measure pre -service and in-service
teachers readiness to teach effectively with
technology.
IMPLICATION FOR TEACHERS
Teachers simply need to be trained to use
technology .Training teachers to use specific
software packages not only makes their
knowledge too specific to be applied
broadly but it also becomes quickly
outdated .Most software tools available
today are designed for the world of
business and work and not education
.Converting these general tools for
classroom teaching requires the teacher to

12. engage with the affordances and
constraints of particular technologies in
order to creativity repurpose these
technologies to meet specific content
areas.An emphasis on mearly learning the
technology may lead to an emphasis on
students learning technology (technology as
the subject matter that they are supposed
to learn.Technology use in the classroom is
contextbound and is or at least needs to be
dependent on subject matter,grade level,
student background and the kinds of
computers and software programs
available. Among various approaches ,an
emphasis upon how teachers integrate
technologyin their practice is more
important than the emphasisupon what

13. teacher integrate in their practice
.technology literacy in isolation .
SCOPE OF TECHNO PEDAGOGIC CONTENT
ANALYSIS
Techno pedagogic content analysis is the
basis of effective teaching with technology
requiring an understanding of the
representation of concepts using
technologies; Pedagogical techniques that
use technologies in constructive way to
teach content knowledge of what makes
concepts difficult or easy to learn and how
technology can help redress some of the
problems that student face knowledge of
student prior knowledge and theories of
epistemologies or strength old ones.
By simultaneously integrating knowledge of
technology, Pedagogy and content ,expert

14. teachers bring TPACK in to play anytime
they teach. Each situation presented to
teachers is a unique combination of these
three factor and accordingly there is no
single technological solution that applies for
every teacher every course or every view of
teaching. Rather solution lie in the ability of
a teacher to flexibility navigate the space
defined by three element of content
,pedagogy and technology nd the complex
interaction among these element in specific
solutions of the component can lead to
oversimplified solution of failures .Thus
teachers need to develop fluency and
cognitive not just in each of the key
domains (Technology ,pedagogy and
content )but also in the manner in which
these domains and contextual parameters

15. inter relates so that they can construct
effective solutions.
CHALLENGES OF TECHNO PEDAGOGY
Techno pedagogy enhances better
education rather than simple education but
there are numerous challenges such as .
• Destitute infrastructure of ICT for using
Techno pedagogical skills.
• Scarce competence on English language
and online content.
• Calamity of Teacher with Techno
pedagogical skills.
• Lack of incentives of teachers Evil on
Research and Development.
• Evils on Research and Development.
• Lack of awareness of existing techno
pedagogical skill service.

16. • Hitch of using software.
• Limited techno pedagogical resources.
• Lack of coordination among the
department
CONCLUSION
Techno pedagogical content analysis is a
kind of deep ,flexibile,pragmatic
understanding of teaching with
technology .We involved in considering
Techno pedagogic content analysis as a
professional knowledge constrct.The act
of seeing technology ,pedagogy ,and
content as three inter related knowledge
basis is not straight forward .As we have
seen before on separating the three
component s (content ,pedagogy ,and
technology) is an analytic act and one that
is difficult to tease out in practice. In

17. actuality these components exist in a
state of dynamic equilibrium .Teaching
and learning with teachnology exist in a
dynamic transitional relationship TPACK
framework describes how effective
teaching with technology is possible by
ponting out the free and open interplay
between technology ,pedagogy and
content .
REFERENCE
• Dr. Mariamma Mathew, Teaching
science for biological and physical
science, NAS publishers Malappuram,
Page no 200-203
• http://en.m.wikipedia.org>wiki>TPACK
• http://en.m. TPACK Scope.org
• http://en.m. TPACK challenges PDF .org