The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.

1. Technological Pedagogical and
Content Knowledge (TPACK)
Reproduced by permission of the publisher, © 2012 by tpack.org
Information sourced from: Mishra, Punya, & Koehler, Matthew J. (2006). Technological Pedagogical Content Knowledge: A Framework for
Teacher Knowledge. Teachers College Record, 108(6), 1017-1054.

2. So, what is TPACK?
• Complex
“meshing” of
content,
pedagogy, and
technology
OR
• Effective teaching
techniques that
use technology
wisely to teach
subject content
Reproduced by permission of the publisher, © 2012 by tpack.org

3. Why TPACK?
• Introducing technology to teaching is not
enough – need to integrate (“mesh”)
• Essential for effective teaching.
• Need to embrace technology and use it wisely
in teaching – engage with tech savvy students.
• Can use technology to make subjects easier to
learn and to build on student’s existing
knowledge

4. TPACK elements
• Subject matter that is to
be learnt and taught
• Varies between subjects
• Teachers must have
good content
knowledge
“What to
teach”

5. TPACK elements
• Methods of teaching
and learning
• Involved in student
learning, classroom
management,
creating lesson
plans, evaluating
student
“How to understanding.
teach”

6. TPACK elements
• Technology can be
standard or advanced
• Standard – books,
blackboard / whiteboard
• Advanced – computers,
mobile phones, iPad, iPod,
voice recorders, scanners,
Internet, video
• Includes skills to be able
“Tech- to use these technologies
head”

7. So what if you “mesh”
“What to “How to
teach” teach”

8. Pedagogical Content Knowledge (PCK)
• Content and pedagogy blended together
• Describes how to teach specific subject content.
• Teacher interprets subject content and presents/teaches it in different
(interesting) ways
• PCK represents the most regularly taught topics in a subject, and the most
useful way to teach it so that students “get it”
• Includes the pre-existing knowledge that students bring to the subject

9. And then if you “mesh” all three?
“What to “How to “Tech-
teach” teach” head”

10. TPACK
• Complex “meshing” of
content, pedagogy,
and technology
OR
• Effective teaching
techniques that use
technology wisely to
teach subject content
• The overlap of
content, pedagogy
and technology
provides best
Reproduced by permission of the publisher, © 2012 by tpack.org opportunity for
effective learning

11. How does this affect teachers?
• Some have not embraced the new technology
– Fear of change
– Lack of support
– Lack of time
– Technology didn’t change much in past (meaning
teachers didn’t have to worry about learning new
technology and could focus on content and pedagogy)
• Technology changing so quickly – teachers will
have to be “on top of” new technology as it
emerges.

12. Things to think about …
• Technology workshop and PD sessions for
teachers are not enough – don’t give the skills
and confidence needed to “mesh” this
technology into a subject/class.
“Knowing how to use technology is not the same
as knowing how to teach it” (Mishra & Koehler, 2006)
• Software changes so quickly – outdated
knowledge or constant retraining
• Inappropriate technology for education – most
software developed for business

13. Ways forward…
Learning technology by design
• Sustainable way for teachers to learn new
technological skills while “meshing” content,
pedagogy and technology
• Hands on, learning by doing approach
• Problems reflect the real world
• ICT for Learning Design one example!!