This document presents the Technological Pedagogical Content Knowledge (TPCK) framework. It discusses that effective teaching requires an understanding of how technology, pedagogy and content interact. The TPCK framework builds on Shulman's notion of Pedagogical Content Knowledge by emphasizing the connections between content, pedagogy and technology. It identifies seven domains of teacher knowledge: content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework supports constructivist teaching and inquiry-based learning.

1. Technological Pedagogical Content
Knowledge: A Framework for Teacher
Knowledge
Presented by Rianna Lopez

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. 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. 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. 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. 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. 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. 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. 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).