From EduTech Wiki
Jump to: navigation, search

This article or section is a stub. A stub is an entry that did not yet receive substantial attention from editors, and as such does not yet contain enough information to be considered a real article. In other words, it is a short or insufficient piece of information and requires additions.


1 Introduction

“The technological pedagogical and content knowledge (TPACK) framework presents a way of thinking about effective technology integration, specifically knowledge associated with integrating technology effectively into learning environments. [...] TPACK has the promise to shape the way teacher educators and professional developers prepare teachers to integrate technology (Polly & Mims, in press).” (Polly and Brantley-Dias, 2009:46).

“The basis of good teaching with technology and requir[ing] an understanding of the representation of concepts using technologies; pedagogical techniques that use 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 built on existing knowledge and to develop new epistemologies or strengthen old ones” (Mishra & Koehler, 2006:1029, cited by Barbour, 2009:56).

Technological pedagogical and content knowledge framework (drawn by DKS in 2009)

Below is the "new" original picture dated 2012 from the the Tpack website

Technological pedagogical and content knowledge framework, Reproduced by permission of the publisher, © 2012 by”

2 Links

3 Bibliography

  • AACTE (Ed.). (2008). Handbook of technological pedagogical content knowledge (TPCK) for educators. New York: Routledge.
  • Barbour, Michael; Lloyd P. Rieber, Gretchen Thomas, and Dawn Rauscher (2009). Homemade PowerPoint Games: A Constructionist Alternative to WebQuests, TechTrends 53 (5), 54-59. DOI:10.1007/s11528-009-0326-2
  • Graham, Charles R.; Nicolette Burgoyne, Pamela Cantrell, Leigh Smith, Larry St. Clair, and Ron Harris (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of Inservice Science Teachers. Techtrends, 53 (5), 70-79. DOI:10.1007/s11528-009-0328-0
  • Harvey, D. M., & Caro, R. A. (2017). Review of Herring, M.C., Koehler, M.J., and Mishra, P. (Eds.) (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. (2nd edition). New York: Routledge. TechTrends, 61(4), 404–405.
  • Herring, M.C., Koehler, M.J., & Mishra, P. (Eds.) (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. (2nd edition). New York: Routledge.
  • Hofer, M., & Swan, K. O. (2006). Technological Pedagogical Content Knowledge in Action : A Case Study of a Middle School Digital Documentary Project. Journal of Research on Technology in Education, 41(2), 179-200.
  • Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3-29). New York: Routledge.
  • Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152.
  • Lim, C. P. (2009). Formulating guidelines for instructional planning in technology enhanced learning environments. Journal Of Interactive Learning Research, 20(1), 55-74. AACE. Retrieved from
  • Nkwenti Ndongfack, M. (2015). Mastery of Active and Shared Learning Processes for Techno-Pedagogy (MASLEPT): A Model for Teacher Professional Development on Technology Integration. Creative Education, 6, 32-45.
  • Niess, M. L., Ronau, R. N., Shafer, K. G., Driskell, S. O., Harper, S. R., & Johnston, C. (2009). Mathematics Teacher TPACK Standards and Development Model. Contemporary Issues in Technology and Teacher Education, 9, 4-24.
  • Polly, D., & Mims, C. (in press). Supporting the integration of Web 2.0 technologies in professional development programs. In T. Kidd & I. Chen (Eds.), Wired for learning: An educators guide to Web 2.0. Hershey, PA: Information Science Reference.
  • Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14. (This is the original)