Technological Pedagogical Content Knowledge

Technological Pedagogical Content Knowledge ( TPACK ) is a framework, within which can be understood and described the types of knowledge of teachers, which require them to provide an improved through technology learning environment for students.

Background

The idea of ​​pedagogical content knowledge (PCK ) was first described by Lee Shulman. TPACK builds on these core thoughts on the inclusion of the technology. Shulman's system was upgraded with Punya Mishra and Matthew J. Koehler from Michigan State University.

Concept

The authors point out that an effective integration of technology requires specific knowledge of the lesson content in the classroom. It shall come into the clash of technology, pedagogy and content of the concrete. A teacher must be able to bring these relations policies. He need not only the appropriate technical knowledge, but he must also be a technology expert, an expert in teaching, and as an educator also an experienced educator. The TPACK framework emphasizes the complex relationships between specific content, pedagogy and technology and defines a useful organizational structure, what teachers need to know in order to integrate technology effectively.

They point further on fundamental problems for the integration of technology into the classroom. So Web 2.0 applications for students could be made available due to a lack of school equipment only difficult, although more than 98 % of them have access to the Internet. The available time and teacher training have also implications for how technology can be used in the classroom.

TPACK consists of 7 different areas of knowledge:

Content knowledge includes knowledge of concepts, theories, conceptual frameworks and knowledge of accepted ways of developing new specialized knowledge.

Pedagogical knowledge includes general knowledge of how students learn about teaching methods, assessment methods and knowledge of different theories about learning.

Content -specific pedagogical knowledge includes knowledge about how the pedagogy can be merged with the content knowledge effectively. It is therefore knowledge of how a subject for the learners can be made understandable. Archambault and Crippen found that the field of knowledge PCK also includes the knowledge about whether a subject is easy or difficult to learn and go hand in hand which student misconceptions with this issue.

Technology -specific content knowledge refers to knowledge about how technology can be used and the possibilities they offer to mediate new lesson content. For example, enable digital animations that students can gain ideas about the processes taking place inside of an electric motor / generator and which have meaning for this electron.

Technological pedagogical knowledge refers to the needs and constraints, which mitsichbringt the technology as an enabler of various teaching methods tools for online collaboration ( online collaboration ) can, for example, social learning for geographically separated learners (Eg common make of homework )

Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay of CK, PK and TK for the use of technology in teaching -learning process. It includes an understanding of the complexity of relationships between students, teachers, content, methods and technologies