What Is Tpack

Andini Nurfaisah
1905086012
A 2019
Tpack stands for Technological Pedagogical Content Knowledge. This model, developed by
educational researchers Mishra and Kohler (2006), is designed around the idea that content
(what you teach) and pedagogy (how you teach) must be the basis for any technology that
you plan to use in your classroom to enhance learning. This is the framework needed by a
teacher to deliver material effectively to students through technology. TPACK itself has 7
components, namely:
 Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be
learned or taught. The content to be covered in middle school science or history is
different from the content to be covered in an undergraduate course on art
appreciation or a graduate seminar on astrophysics… As Shulman (1986) noted, this
knowledge would include knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well as established practices and
approaches toward developing such knowledge” (Koehler & Mishra, 2009).
 Pedagogical Knowledge (PK) – “Teachers’ deep knowledge about the processes and
practices or methods of teaching and learning. They encompass, among other things,
overall educational purposes, values, and aims. This generic form of knowledge
applies to understanding how students learn, general classroom management skills,
lesson planning, and student assessment.” (Koehler & Mishra, 2009).
 Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and
working with technology, tools and resources. and working with technology can apply
to all technology tools and resources. This includes understanding information
technology broadly enough to apply it productively at work and in everyday life,
being able to recognize when information technology can assist or impede the
achievement of a goal, and being able continually adapt to changes in information
technology (Koehler & Mishra, 2009).
 Pedagogical Content Knowledge (PCK) – “Consistent with and similar to Shulman’s
idea of knowledge of pedagogy that is applicable to the teaching of specific content.
Central to Shulman’s conceptualization of PCK is the notion of the transformation of
the subject matter for teaching. Specifically, according to Shulman (1986), this
transformation occurs as the teacher interprets the subject matter, finds multiple ways
to represent it, and adapts and tailors the instructional materials to alternative
conceptions and students’ prior knowledge. PCK covers the core business of teaching,
learning, curriculum, assessment and reporting, such as the conditions that promote
learning and the links among curriculum, assessment, and pedagogy” (Koehler &
Mishra, 2009).
 Technological Content Knowledge (TCK) – “An understanding of the manner in
which technology and content influence and constrain one another. Teachers need to
master more than the subject matter they teach; they must also have a deep
understanding of the manner in which the subject matter (or the kinds of
representations that can be constructed) can be changed by the application of
particular technologies. Teachers need to understand which specific technologies are
best suited for addressing subject-matter learning in their domains and how the
content dictates or perhaps even changes the technology—or vice versa” (Koehler &
Mishra, 2009).
 Technological Pedagogical Knowledge (TPK) – “An understanding of how teaching
and learning can change when particular technologies are used in particular ways.
This includes knowing the pedagogical affordances and constraints of a range of
technological tools as they relate to disciplinarily and developmentally appropriate
pedagogical designs and strategies” (Koehler & Mishra, 2009).
 Technological Pedagogical Content Knowledge (TPACK) – “Underlying truly
meaningful and deeply skilled teaching with technology, TPACK is different from
knowledge of all three concepts individually. Instead, TPACK is the basis of effective
teaching with technology, requiring 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 build on existing knowledge to
develop new epistemologies or strengthen old ones” (Koehler & Mishra, 2009).
https://matt-koehler.com/tpack2/tpack-explained/
https://medium.com/@AJ_Craig/the-importance-of-tpack-868c0ee44fc6
http://www.rt3nc.org/edtech/the-tpack-model/

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