The Technological Pedagogical Content Knowledge (TPACK) framework is a model that outlines the different types of knowledge required for effective technology integration in teaching. The framework was first introduced by Mishra and Koelher in 2005, and it builds upon Shulman's Pedagogical Content Knowledge (PCK) framework. TPACK proposes that effective technology integration requires a balance between the affordances of technology, the content being taught, and the pedagogical approaches used in a particular educational context.
The TPACK framework consists of four interconnected circles: Content Knowledge, Pedagogical Knowledge, Technological Knowledge, and Contextual Knowledge. Each circle represents a different type of knowledge that teachers need to possess in order to integrate technology effectively into their teaching practices.
Content Knowledge refers to the knowledge of the subject matter being taught, including the content specific to the curriculum and a deeper understanding of disciplinary concepts and practices. Pedagogical Knowledge concerns the methods and practices of teaching and learning, including the overall goals of education, how students learn, assessment practices, and classroom management. Technological Knowledge describes the ability to use technologies productively for various learning or organizational tasks, and it is a fluid and evolving knowledge as technologies continually develop over time. Finally, Contextual Knowledge refers to the knowledge teachers possess of the broader context within which their teaching functions, including knowledge of state standards and policies, as well as the culture of the school or district.
The TPACK framework emphasizes the interaction between its knowledge domains, and it includes understanding how to represent concepts through technology, how to use technology to teach content, common misconceptions in curricular areas, and how technologies affect students' epistemologies. Teachers with effective TPACK can adapt to new technological tools, new concepts in content, and innovative pedagogical approaches, and they can use the affordances and constraints of technologies to improve teaching and learning in their particular educational context.
The TPACK framework has been widely adopted and has had a significant impact on practice, with schools and colleges of education incorporating it into teacher professional development and teacher education. According to the text, there have been 1418 articles, 318 chapters in books, 28 books, and 438 dissertations that have used TPACK as a conceptual framework, and it has had an impact on practice with schools and colleges of education across the world.