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1. TECHNO PEDAGOGIC CONTENT KNOWLEDGE ANALYSIS - ONLINE ASSIGNMENT
ONLINE ASSIGNMENT
TOPIC: INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY,
AND CONTENT
&
SCOPE AND PURPOSE OF TECHNO- PEDAGOGIC
CONTENT KNOWLEDGE ANALYSIS
SUBMITTED BY,
RASIYA.A
COMMERCE
MOUNT TABOR TRAINING COLLEGE, PATHANAPURAM

2. CONTENT
Sl. No Title Page No
1 INTRODUCTION 2
2 INTERRELATIONSHIPS
OF DIFFERENT AREAS
OF TPACK
3
3
SCOPE AND PURPOSE OF TPCK 5
4 CONCLUSION 6
666VGVV5 REFERENCE 6

3. INTRODUCTION
TPACK is the result of 5years of work on a programme of research focused on
teacher professional development and faulty development in higher education. The idea
of pedagogical content knowledge was first described by Lee Shulman (1986) and
TPACK builds on those core ideas through the inclusion of technology.
The advent of digital technology has dramatically changed the routine and
practices in most arenas of human work. Recently teacher education has shifted it’s focus
primarily to Pedagogic, emphasizing general pedagogical classroom practices
independent of subject matter and often at the expense of content knowledge.
INTERRELATIONSHIPS OF DIFFERENT AREAS OF TPACK
TPACK framework does not necessarily mean that new technologies must be
introduced but instead relating creative ideas to using the technologies already available
to educatory. Each component Technology, pedagogy and content must all be within a
given contextual framework.
1. Content knowledge [CK]
Content knowledge may be defined as “a thorough grounding in college level
subject matter” or “command of the subject”. It may be also include knowledge of
concepts, theories, Conceptual frameworks as well as knowledge about accepted ways of
developing knowledge.
2. Pedagogical knowledge [PK]
Pedagogical knowledge includes generic knowledge about how students learn,
teaching approaches, methods of assessment and knowledge of different theories about
learning. This knowledge alone is necessary but insufficient for teaching purposes.
3. Technology knowledge [TK]

4. Technology knowledge refers to an understanding of the way that technologies
are used in a specific content domain. Within the context of technology integration in
schools, it appears to most often refer to digital technologies such as laptops, the internet
and software applications. TK does however go beyond digital literary to having
knowledge of how to change the purpose of existing technologies. So that they can be
used in a technology enhanced.
4. Pedagogical content knowledge [PCK]
Pedagogical content knowledge is knowledge about how to combine pedagogy
and content effectively [Shulman1986]. This is knowledge about how to make a subject
understandable to learners.PCK includes knowledge of what makes a subject difficult or
easy to learn, as well as knowledge of common misconceptions and likely preconceptions
students bring with them to the classroom.
5. Technological content knowledge [TCK]
Technological content knowledge refers to knowledge about how technology may
be used to provide new ways of teaching content.
6. Technological pedagogical content knowledge [TPCK]
Technological pedagogical content knowledge refers to the knowledge and
understanding of the interplay between CK, PK and TK when using technology for
teaching and learning. It includes an understanding of the complexity of relationships
between students, teachers, content, practices and technologies.

5. Fig; the TPACK framework and its knowledge components.
SCOPE AND PURPOSE OF TPACK
TPACK is a framework to understand and describe the kinds of knowledge
needed by a teacher for effective pedagogical practice in a technology enhanced learning
environment. The TPACK framework highlights complex relationships that exist
between content, pedagogy and technology knowledge areas and may be a useful
organization structure for defining what it is that teachers need to know to integrate
technology effectively.

6. The TPACK framework is becoming increasingly popular as an organizing frame
for the development of educational technology professional development programs for
teachers. Research in this field is currently ongoing as it is proving to be difficult to
define the boundaries of the different TPACK knowledge areas.
CONCLUSION
Technological pedagogical content knowledge is an emergent form of knowledge
that goes beyond all three components. TPCK is the basis of good teaching with
technology and requires an understanding of the presentation of concepts using
technologies. Good teaching with technology requires a shift in existing pedagogical and
content domains.
REFERENCE
DR.Sivarajan,E.K.lal commerce education(2008),Calicut university
www.ascd.org/ASCD/pdf/journals/ed_lead/el_197211_smith.pdf
www.district196.org/District/schoolboard/policies/600/603.pdf
www.wikipedia.com
www.nieteacher.org