What+is+TPCK?

=What is TPCK?=

Technological Pedagogical Content Knowledge (TPCK) is the application between pedagogical content knowledge and technology (Koehler & Mishra, 2008). According to Koehler & Mishra (2008), TPCK is viewed “as a complex interaction among three bodies of knowledge: content, pedagogy, and technology” (p. 3). As suggested in the readings, TPCK requires teachers to be flexible and knowledgeable in each area. It should be noted that while the interaction amongst the three address separate domains, the integration of technology across curriculum varies based on teachers’ experiences, training, goals and adeptness to technology.

=**How Did the TPCK Theory Develop?**=

TPCK has its roots in the work of Dr. Lee Shulman. In the 1980s, Shulman proposed a framework combining knowledge about teaching (pedagogical knowledge) and knowledge of content. The concept of pedagogical content knowledge became influential for educational research and teacher preparation programs.

Pedagogical content knowledge includes "the ways of representing and formulating the subject that make it comprehensible to others" (Shulman, L.S. (1986). “Those who understand: Knowledge growth in teaching.” //Educational Researcher// Feb. 1986: 4-14.)

When Punya Mishra and Matthew J. Koehler began their research and development of their theory concerning integrating pedagogical content knowledge with technology they defined TPCK as follows:

Technological pedagogical content knowledge (TPCK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). This knowledge is different from knowledge of a disciplinary or technology expert and also from the general pedagogical knowledge shared by teachers across disciplines" (//Teachers College Record// Volume 108 Number 6, 2006, p. 1017-1054 [|http://www.tcrecord.org] ID Number: 12516).

=**What are the 3 components of TPCK**?=


 * 1) Content Knowledge (CK) is knowledge about the specific subject area being learned or taught.
 * 2) Pedagogical Knowledge (PK) is knowledge about the processes and practices or methods of teaching and learning that Technological pedagogical content knowledge (TPCK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). This knowledge is different from knowledge disciplinary or technology expert and also from the general pedagogical knowledge shared by teachers across disciplines. TPCK is the basis of good teaching with technology and requires an understanding of the representation of concepts using technologies; pedagogical techniques that us technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students ’prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones.
 * Describing PCK, Marks (1990) said that it ‘‘represents a class of knowledge that is central to teachers’ work and that would not typically be held by non-teaching subject matter experts or by teachers who know little of that subject’’ (1990, p. 9). In the case of TPCK, we can paraphrase his quote to read, ‘‘TPCK represents a class of knowledge that is central to teachers’ work with technology. This knowledge would not typically be held by technologically proficient subject matter experts, or by technologists who know little of the subject or specific pedagogy, or by teachers who know little of that subject or about technology.’’ Thus, our model of technology integration in teaching and learning requires being proficient in content, pedagogy and technology.
 * 1) Technology Knowledge (TK) is the continually evolving knowledge of the application of technology to the learning environment and recognizing how this technology can enhance or deter achievement.

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 * 1) Pedagogical Content Knowledge (PCK) is knowledge of how to interpret content so that it can be applied best during instruction and also what teaching strategies best suit the content.
 * 2) Technological Content Knowledge (TCK) is knowledge of how technology and content can influence and constrain each other.
 * 3) Technological Pedagogical Knowledge (TPK) is knowledge of how teaching and learning changes when technology is incorporated.

=What are some of the barriers to effective use of TPCK in the classroom?=

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 * 1) According to Koehler and Mishra (2008), one of the barriers of effective use of technology in the classroom is the concept of “functional fixedness”, or “the manner in which the ideas we hold about an objects function can inhibit our ability to use the object for a different function (p. 6). In order for educators to capture the full benefit of technology within the classroom, they must be creative in their application of the technological knowledge toward the subject matter they are teaching. The video link below outlines the importance of using technology to teach today’s students and how thinking “out of the box” with regards to technologies that are widely accessible to today’s students can assist teachers with the effective use of TPCK. @http://www.youtube.com/watch?v=aEFKfXiCbLw
 * 2) Another barrier is that teachers often do not have the knowledge and experience with the digital technologies available in today's classroom. Many of us are "digital immigrants" and during the time of our education, much of the technology used frequently by students had not been developed. According to Koehler and Mishra, teachers do not often utilize technology if it does not coincide with their current pedagogical beliefs. Why would they? Often they lack the technological knowledge to be sufficiently prepared to use technology within the classroom (p. 9). The following video link touches on the subject that to effectively teach students using technology, we must first start with the teachers, and give them the technological tools to bring their classroom and their use of TPCK into the 21st century in order to effectively educate students for the future: []
 * An additional illustration of the digital literacy of students today as opposed to the older technologies many teachers are habitually employing can be viewed here: []
 * 1) There is an additional consideration under the heading of "functional fixedness." This barrier is related by Koeler and Mishra (2008) as they introduce us to Technological Content Knowledge: "...most popular software programs are not designed for educational purposes. Software programs such as the Microsoft Office Suite (Word, Power Point, Excel, Entourage, and MSN Messenger) are usually designed for a business environment. Furthermore, web-based technologies such as blogs or podcasts are designed for purposes of entertainment/communication/social networking" (p.17) as teachers surmount the barriers of being, as was stated in item two-'digital immigrants', they also must gain knowledge and expertise in the above mentioned applications in order to be innovative in adapting business-oriented computer programs for instructional use.
 * An illustration of just how ever-changing and fluid the internet,and the delivery of Information and Communication Technology is today can be illustrated by the following U-Tube Video:[] This video illustrates the challenges teachers face in keeping up digitally with the students they interact with daily.

Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. In American Association of Colleges for Teachers (Ed.), //Handbook of technological pedagogical content knowledge (TPCK) for educators// (pp. 3-30). New York, NY: Routledge.