| Intro | PK CK TK | PCK | TCK | TPK | TPACK | Apply Your Knowledge | Resources |
The TPACK framework is a way of thinking about how you integrate technology into your teaching. It stands for Technological Pedagogical And Content Knowledge. This brief tutorial will introduce you to the components of TPACK. You will be using the TPACK framework throughout the semester as you analyze and design your projects. Figure 1 shows the TPACK framework and the seven different kinds of knowledge represented in the framework. Once you have completed the tutorial you should understand what each of the different kinds of knowledge represented in the model are and be able to distinguish them from each other.
Figure 1. Technological Pedagogical and Content Knowledge (TPACK) Framework
Figure 2. Components of the TPACK Framework: PK, CK, and TK The TPACK framework has three kinds of knowledge at its core. These three kinds of knowledge are represented in Figure 2 and are described below.
Pedagogical knowledge (PK) can be defined as general knowledge and skills related to teaching. Such knowledge includes knowledge of general teaching methods (such as discovery learning, collaborative learning, problem-based learning, etc.), knowledge of learners including developmental issues for children, classroom management skills, understanding how to motivate students, and so on. Content knowledge (CK), on the other hand, is knowledge of the facts, concepts, and skills that exist in a particular domain. This knowledge is independent of pedagogical knowledge. For example, a scientist or historian can know a lot about their domain but not know how to teach it well to others. Technological knowledge (TK) is the knowledge required to understand and use various technologies. In this class we will simply define technologies as tools. In this class we primarily focus on learning about digital technologies (i.e., typically some kind of hardware or software). There is a wide range of different levels of TK. At a very basic level, TK might include an awareness of different programs and what they allow people to do. Basic TK might also include understanding of different file formats (like .jpg is an image or .doc is a MS Word document) or operating systems (like Windows Vista or MacOS X Leopard). More advanced TK might involve knowing how to download and use particular software programs or how to use a programming language to create a new piece of software.
Test your understanding: Which of these are most likely to have a high level of CK in a particular domain?
Which of these are most likely to have a high level of PK?
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Figure 3. Component of the TPACK Framework: Pedagogical Content Knowledge (PCK)
Pedagogical content knowledge (PCK) is a way of describing what teachers know about teaching in a particular content area. PCK is a kind of knowledge unique to teachers. It is more than just having good content understanding and it is more than having general pedagogical knowledge. Some simple examples of PCK might include
- knowing how to use methods of Guided Inquiry or Full Inquiry to teach science (you will learn about this in your science methods class)
- knowing how to use methods of Balanced Literacy to teach elementary students to read and write (you will learn about this in your literacy methods class)
A teacher’s PCK might also include a knowledge of the analogies, illustrations, examples, explanations, and demonstrations that are effective in teaching a particular subject matter. Additionally, it might include having an awareness of students’ prior knowledge, alternative teaching strategies for this content area, as well as common misconceptions or mistakes students make in learning a particular subject matter.
Test your understanding: Which are the following are examples of pedagogical content knowledge?
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Figure 4. Component of the TPACK Framework: Technological Content Knowledge (TCK)
Technological content knowledge (TCK) is the knowledge that comes from an integration of TK and CK. This entails knowing the technologies that are relevant to a particular domain and how to use those technologies within the domain. The way skilled practitioners use technology to carry out their profession requires TCK. Some examples might include:
- a scientist using a scanning electron microscope to analyze insects
- a mathematician using special 3-dimensional graphing software
- a journalist using desktop publishing software to prepare a manuscript for the press
- a historian using online databases of primary source pictures and letters from the civil war
- etc.
It is important to note that having this knowledge does not mean that they know how to use the technologies as instructional tools.
Test your understanding: Which are the following are examples of technological content knowledge?
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Figure 5. Component of the TPACK Framework: Technological Pedagogical Knowledge (TPK)
Technological pedagogical knowledge (TPK) is the knowledge of how technologies can be used in a general (non-content specific) teaching context. TPK may involve an understanding of how technology can be used to support teaching strategies and methods that can be used in any content area. Some examples might include:
- Presenting information – knowing basic rules for how to present information clearly using presentation software like MS PowerPoint
- Motivation and engagement – knowing when and how to use multimedia and emerging technologies to engage an audience.
- Collaborative learning – knowing the strengths and limitations of online technologies for facilitating collaborative learning activities.
- Adolescent development – knowing what digital technologies and activities are age-appropriate for young children.
- Classroom management – knowing how to manage a technology-rich classroom that has laptops for each of the students.
Test your understanding: Which are the following are examples of technological pedagogical knowledge?
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Figure 5. TPACK Framework: Technological Pedagogical and Content Knowledge (TPACK)
Technological pedagogical and content knowledge (TPACK or TPCK) is the knowledge of how to use technology to support content-specific pedagogical methods and strategies (or PCK). There are two types of technological tools that might be used to support content-specific methods: content-domain oriented tools and pedagogy oriented tools.
- Content-domain oriented tools (tools of the trade) – in this case, learners use technological tools that were created for use by practitioners in the content domain. Some examples might include:
- Using data collection probes or measurement tools that a scientist might use in a scientific investigation
- Using primary source databases to interpret data the way a historian might
- Using desktop publishing software to write and publish student written books like authors might use
- Pedagogy oriented tools – in this case, learners use technological tools that were created for a pedagogical purpose.
- A frog dissection tool or simulation (this would not be used by a scientist but could be used for pedagogical purposes)
- A mathematical tool like Geometer’s Sketchpad that allows learners to easily see and manipulate geometric relationships
- A concept-mapping tool like Kidsperation or Inspiration that is used to help learners visually organize information as they learn to write
Possessing TPACK requires not only a knowledge of pedagogical techniques, but also an understanding of the representations of concepts when technology is used. Let more about representations here.
It is time to apply the knowledge you have gained. Watch the following videos and decide what kind of knowledge is being depicted. Then click on this link for our analysis of the videos.
- Freezing Point Depression (2:48 mins)
- Brown Bear, Brown Bear What Do You See? (5:52 mins)
- Great Scientific Debates (1:17 mins)
Now read the following case scenario* and decide which kinds of knowledge this teacher has. Then click on this link for an analysis of this case.
Mrs. Sharp, a fourth-grade teacher, attends a workshop where she learns how to use a GPS receiver and GIS software. Mrs. Sharp thinks that using the GPS receivers in class would help to motivate her students to participate more actively in her lessons. She thinks of multiple topics in her curriculum with which she could use the receivers, including geography (latitude and longitude), history (sites of historic events), and language arts (writing directions). She feels particularly that the existing science curriculum is fairly dry and has been looking for a way to spice it up. The workshop instructor tells Mrs. Sharp about how the GPS receiver helps biologists better track and map the habitats and movements of different species. After the workshop, Mrs. Sharp visits a few websites that reveal the impact of GPS technology on biological research. After the workshop, Mrs. Sharp writes a grant proposal and is able to purchase a set of six GPS receivers and the GIS software she needs. She makes a goal to use the GPS systems at least three times in the coming year. Later that month, a student asks Mrs. Sharp how horned toads can be considered endangered when he sees them all the time in his backyard. Mrs. Sharp is inspired by this question and considers how she might have the students use the GPS receivers and GIS software as part of an inquiry-learning activity to map the horned toad population in their community. She knows that, in order for students to get the most from this activity, they will need to think like scientists. She structures the inquiry-based activity so that the students have to pose questions, conduct research, analyze the data, and present their findings. The students communicate with local farmers and gather data about horned toad sightings on their property. They also keep track of their own sightings. They then use the GPS receivers to pinpoint the locations of those sightings. Using the GIS software, they are able to create digital maps of the local horned toad populations. Additionally, they test hypotheses about the number of horned toads in their area, where they reside, what they eat, etc. Students then have the opportunity to share their findings with practicing biologists at local conferences. Mrs. Sharp is delighted by her students’ transformation into scientists.
* The scenario came from: Cox, S. (2008). A conceptual analysis of Technological Pedagogical Content Knowledge. Doctoral Dissertation, Brigham Young University, Instructional Psychology and Technology, Provo, Utah.
- TPACK Wiki (this wiki has explanations, articles, and other information that might be useful for a more in-depth understanding of TPACK)