The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.

1. Technological Pedagogical Content Knowledge
Introduction
Technological Pedagogical Content Knowledge (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 idea of pedagogical content
knowledge (PCK) was first described by Lee Shulman (Shulman 1986) and TPACK builds on
those core ideas through the inclusion of technology. Punya Mishra, professor, and Matthew J.
Koehler, professor, both at Michigan State University, have done extensive work in constructing
the TPACK framework. TPACK.org is an active repository of news and information about
TPACK.
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).
The TPACK framework highlights complex relationships that exist between content, pedagogy
and technology knowledge areas and may be a useful organizational structure for defining what it
is that teachers need to know to integrate technology effectively (Archambault & Crippen, 2009).
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

2. Knowledge (TPK), and (vii) Technological Pedagogical Content Knowledge (TPCK). All of these
knowledge areas are considered within a particular contextual framework.
Technology Knowledge (TK)
Technology knowledge refers to an understanding of the way that technologies are used
in a specific content domain. For example, for physics teachers, it is an understanding of the
range of technologies that physicists use in science and industry. 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 literacy to
having knowledge of how to change the purpose of existing technologies (e.g. wikis) so that they
can be used in a technology enhanced
Content Knowledge (CK)
Content knowledge may be defined as “a thorough grounding in college-level subject
matter” or “command of the subject” (American Council on Education, 1999). It may also include
knowledge of concepts, theories, conceptual frameworks as well as knowledge about accepted
ways of developing knowledge (Shulman, 1986).
Pedagogical Knowledge (PK)
Pedagogical knowledge includes generic knowledge about how students learn, teaching
approaches, methods of assessment and knowledge of different theories about learning (Harris
et al., 2009; Shulman, 1986). This knowledge alone is necessary but insufficient for teaching
purposes. In addition a teacher requires content knowledge.
Pedagogical Content Knowledge (PCK)
Pedagogical content knowledge is knowledge about how to combine pedagogy and
content effectively (Shulman, 1986). This is knowledge about how to make a subject
understandable to learners. Archambault and Crippen (2009) report that 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.

3. Technological Content Knowledge (TCK)
Technological content knowledge refers to knowledge about how technology may be
used to provide new ways of teaching content(Niess, 2005). For example, digital animation
makes it possible for students to conceptualize how electrons are shared between atoms when
chemical compounds are formed.
Technological Pedagogical Knowledge (TPK)
Technological pedagogical knowledge refers to the affordances and constraints of
technology as an enabler of different teaching approaches (Mishra & Koehler, 2006). For
example online collaboration tools may facilitate social learning for geographically separated
learners.
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 (Schmidt, Thompson, Koehler, Shin, & Mishra, 2009). It includes an understanding of
the complexity of relationships between students, teachers, content, practices and technologies
(Archambault & Crippen, 2009).
Context
Teachers are limited by what they are able to do within their own environment. For
example, teachers with limited access to technology are unable to use Web 2.0 tools available to
students in schools that have ubiquitous access to the Internet. Time, training, and the nature of
assessment in schools also impacts on how technology may be used in classrooms.
Use of the TPACK framework
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

4. in this field is currently ongoing as it is proving to be difficult to define the boundaries of the
different TPACK knowledge areas (Archambault & Crippen, 2009).
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.