TPACK

     In 1986 Lee Shulman introduced the concept of PCK or Pedagogical Content Knowledge, this was seen to represent the marriage of Pedagogy and Content Knowledge. Shulman (1986) argued that “having knowledge of subject matter and general pedagogical strategies, though necessary, was not sufficient for capturing the knowledge of good teachers.” (Mishra & Koehler, 2006, p.1021)

      When Shulman proposed his PCK model technology was taught as a subject general labeled “computer studies” which was more about the operating of the hardware rather then the use of technology to enhance the learning. The developments of the TPACK model has moved the focus of Technology Education form the technology itself to how we can improve the engagement of students and develop life long skills the students require rather than just introducing students to the technology.

 

                                                                                Image Source: http://www.edu.org.au/whatisit/pedagogy

      What has changed since Shulman’s model was invented is that technology is now at the forefront of society, where it is a part of student’s lives. When Shulman’s model was developed for the connections of Pedagogy and Content Knowledge the concepts of technology and Technological Knowledge were not part of the mind set of teachers at that time. Today with the advances and importance placed on the integration of technology into the curriculum, it has brought TPACK to the forefront for teaching professionals and educational bodies.

            The work of Mishra & Koehler (2006) Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge, has set the framework for the development of the integration of technology into the classroom. Expanding on the work of Shulman, Mishra & Koehler extended Pedagogical Content Knowledge model to incorporate the Technological Knowledge to make it relevant to teachers of today.  The TPACK model “represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction” The main points of the TPACK model is that technology should not be taught content free, that is to say that the technology should be used to enhance the content and pedagogy.

            It is interesting to note that Mishra & Koehler discuss the resistance of some teachers to adapt to the technological changes that were occurring in Education at this time. Five years on and in my personal experience there are still many teachers still not willing to change their pedagogy and accept the changes that have taken place. They are still teaching in Shulman’s PCK model and even though there is nothing to say that this is a bad thing the students are not being prepared for the social technological lives that they have been born into. Pedagogical content knowledge is of special interest because it identifies the “distinctive bodies of knowledge for teaching. It represents the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction”( Mishra & Koehler 2006, p.1023)

The Content

            The Content Knowledge is about the actual content that is being taught, it is the subject matter and the knowledge that is required to teach the topic. Teachers must know and understand the subjects that they teach, including knowledge of central facts, concepts, theories, and procedures

Pedagogical Knowledge

            Pedagogical Knowledge (PK) is knowledge about the processes and practices or methods of teaching and learning and how it encompasses, overall educational purposes, and aims. Pedagogical Knowledge includes knowledge about techniques or methods to be used in the classroom and strategies for evaluating student understanding

Technological Knowledge

Technology knowledge (TK) is knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video. This involves the skills required to operate particular technologies.

Reference
Mishra.P & Koehler.M.J, Technological Pedagogical Content Knowledge: A Framework for Teacher  
                                        Knowledge. 2006. Michigan State University.Retrieved Mar 11, 2011 from        
                                        citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.91