An overview of TPACK

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!!