Technology, Pedagogy, and

Content Knowledge (TPACK)

Oge Ozo-Onyali ISTC 731 Dr. Sadera
What is TPACK?
• The TPACK framework was launched from
Shulman’s (1986) Pedagogical Content Knowledge
(PCK), which was modified to describe how
teachers’ understanding of educational
technologies and PCK interact with one another to
produce effective teaching with technology
(Koehler & Mishra, 2009).
 TPACK
The TPACK approach focuses on the kinds
of knowledge that lie at the intersections
between Technology, Pedagogy and
Content Knowledge. They are:
• Pedagogical Content Knowledge (PCK),
• Technological Content Knowledge
(TCK),
• Technological Pedagogical Knowledge
(TPK), and
• Technological Pedagogical Content
Knowledge (TPACK) (Koehler, M., 2012)

Reproduced by permission of the publisher, © 2012 by

tpack.org

Content Knowledge (CK): Teachers’
knowledge about the subject matter
to be learned or taught like concepts
and ideas.
Technological Content Knowledge
(TCK): An understanding of the way
technology and content impact one
another. Teachers also have a deep
understanding of the way the
subject matter can be changed by
the application of particular
technologies.
Technology Knowledge (TK):
Teachers’ deep knowledge about the
processes and practices or methods
of teaching and learning i.e.
knowing enough to apply it usefully
at work
Technological Pedagogical
Knowledge (TPK) Knowing how
technology can change teaching and
learning. knowing the pedagogical
affordances and constraints of
different technological tools as it
relates to content.
What do the
components of
TPACK mean?
Pedagogical Knowledge (PK):
Teachers’ deep knowledge about the
processes and practices or methods
of teaching and learning like
knowing how students learn,
classroom management
Pedagogical Content Knowledge
(PCK): Transformation of the subject
matter through the teacher’s
interpretation of the topic. E.g.
Presenting info in multiple ways
Case Study
• The instructional lesson is called “Dollars for
Darfur.”
• Cross curricula content for Social Studies and
Language Arts.
• The case study can be accessed from this link,
https://fcit.usf.edu/matrix/project/practice-video-
dollars-for-darfur/.
 Description of Case Study Activities and how the ‘Dollars
for Darfur’ lesson unfolded
• Cross-curricula content for Social Studies and Language
Arts. The unit is on the Holocaust.
Readings:
Poetry, music,
• Different learning activities were used to introduce the art to find out
what it was.
subject matter and engage the student in the topic.
• The technology used in the lesson provided the students Challenge:
Investigations:
with a way to make the lesson relevant to the students’ Spread the word
Can it happen
– email, blogs,
real life. It also enabled the students to take control of podcasts &
now? Research
on previous
their learning by visiting the links provided and seeking out online
fundraising
events
further information on the holocaust. Holocaust
• Through this lesson and the affordances of technology, the
students were able to solve a real world problem as they
used technology to create and increase awareness about
the situation in Darfur and other countries where genocide Extend Discovery thru
Learning: Read websites,
was happening. up for up-to- podcasts, video
date blogs, Online
• The students used technology to seek out useful resources information news reports

to help them accomplish their goals. This aligns with

Papert’s (1993) desire for authentic learning in schools.
Does It Match Up To TPACK?
• Strong Content Knowledge (CK): Teacher demonstrated good knowledge of
the subject matter and was able to lead the students to various resources
that served as proof and evidence on the subject matter, The Holocaust.
• Pedagogical Knowledge (PK): The teacher had a good instructional plan and
demonstrated a strong understanding of how students learn. The video
showed that the students were highly engaged with the lesson as they
utilized the resources provided by the teacher to acquire background
knowledge on Holocausts like the genocide in Darfur.
• Technology Knowledge (TK): Teacher knew how to use the technology tool
to make the subject matter real to the students by leading them to
resources that improved their knowledge of the topic. Technology was also
used to redefine the instruction that started as an academic venture to a
social movement that raised money for victims of the genocide.
In the “Dollar for Darfur” lesson, the
teacher demonstrated these components
of TPACK as she combined different
content-based activities that are
compatible with students’ learning needs
and preferences. TCK
She represented concepts on the subject
matter in a way that made an un- PCK
relateable subject matter like the
holocaust, easily understandable for the
students. TPK
Technology was used to provide
background knowledge as well as a tool
for students to build and develop their
TPACK
knowledge on the subject matter.
Recommendations

• Although the recording only showed a short section of

the instruction, it would have been useful to observe
how the teacher carried out formative assessments to
check for student understanding
• I wonder if the teacher could have provided other
alternative means, for the students to use for
collaborative brainstorming other than writing. Tools like
Google doc, or Mindmeister could have been useful as a
collaborative tool for brainstorming.
 With TPACK…

…teachers can
transform and
redefine their
instructions leading
to increased student
performance
Photo Credit: ToSirwithLove
 References
• Koehler, M. (2012). TPACK Explained. TPACK Org. Retrieved from http://matt-
koehler.com/tpack2/tpack-explained/
• Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Contemporary Issues in Technology and Teacher Education, 9(1). Retrieved from
https://www.citejournal.org/volume-9/issue-1-09/general/what-is-technological-
pedagogicalcontent-knowledge

• Papert, S. (1993). The children’s machine: Rethinking school in the age of the computer.
New York, NY: Basic Books.
• Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
• Winkelman, Roy. “Practice Video: Dollars for Darfur.” Practice Videos: Dollar for Darfur,
Florida Center for Instructional Technology, Retrieved from
www.fcit.usf.edu/matrix/project/practice-video-dollars-for-darfur/