Impact of TPACK

A Deeper Look into the TPACK Framework

In the Beginning

Let me begin by saying that I teach Career & Technical Education courses and continually try integrating new technologies in my classroom. Sometimes successfully, and other times not so much. During my first couple of years as an educator I tried bringing in new technologies for the sake of having more tech in the classroom. I focused on creating a positive and fun learning environment, but failed at times in sustainable learning. By that I mean that once the novelty of using the new technology wore off, the students were less engaged or not interested in growing previously learned skills. After putting serious thought into reframing how I teach while combining that with the necessary tools, I began to see students more engaged in learning while using tools that provide them foundational skills for future employment.

I began using a framework created by Punya Mishra and Matthew Koehler called Technological Pedagogical Content Knowledge, or TPACK. This framework focuses on three types of knowledge that educators combine to achieve successful integration of technology by providing a guide for understanding effective classroom integration. The point of TPACK is to gain understanding in using technology to teach concepts while enhancing learning experiences. Below I have provided the TPACK map attributed by http://tpack.org where you can see that this framework emphasizes the knowledge that lies at the cross-sections between the three primary forms of knowledge.

Content Knowledge (CK)

L.S. Shulman noted, “this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge,” (1986).

Pedagogical Knowledge (PK)

“This generic form of knowledge applies to understanding how students learn, general classroom management skills, lesson planning, and student assessment.” (Koehler & Mishra, 2009).

Technology Knowledge (TK)

“This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able to continually adapt to changes in information technology,” (Koehler & Mishra, 2009).

Pedagogical Content Knowledge (PCK)

“PCK covers the core business of teaching, learning, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy,” (Koehler & Mishra, 2009). The transformation of subject matter for teaching changes the instructional material to change a student's prior knowledge and conceptions.

Technological Content Knowledge (TCK)

“Teachers need to understand which specific technologies are best suited for addressing subject-matter learning in their domains and how the content dictates or perhaps even changes the technology—or vice versa,” (Koehler & Mishra, 2009).

Technological Pedagogical Knowledge (TPK)

“An understanding of how teaching and learning can change when particular technologies are used in particular ways, (Koehler & Mishra, 2009).

Here is an example of how I have used this framework in the past:

1. After discussing the various parts and functions of a broadcast camera, I place students in groups to collaborate on what they just learned by filling out a Google Form I placed in Google Classroom to check for understanding.

2. Each group is then given a camera, microphone, and tripod to record a basic 6 question interview on one of the students in the assigned groups. Once this is completed, they are to upload and submit their videos in Google Classroom.

3. Then we sit as a class and watch each video, giving critiques and making observations of what groups did right and what they can work on for improvements.

4. Now having the knowledge needed for recording a basic interview, each group is assigned to record another interview with a new student. Once finished, they will upload it and place the video in a Google presentation, where they will give a group presentation on what they learned from this individual that was recorded.

“With the increasing focus on technology, we need to also learn how to combine technology with our content and pedagogy to create an effective learning environment,” (McGraw Hill, 2019).

Works Cited

Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

McGraw Hill Canada. (2019, April 16). What Is TPACK Theory and How Can It Be Used in the Classroom? Https://Www.Mheducation.Ca/. Retrieved July 13, 2022, from https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the- classroom.com