TPACK
The TPACK model, also known as Technological Pedagogical Content Knowledge, is a framework that conceptualizes the knowledge that teachers need to effectively integrate technology into their teaching practices. This model was introduced by Punya Mishra and Matthew Koehler in 2006.
The TPACK model comprises three primary knowledge areas:
1. Technological Knowledge (TK): Understanding of the capabilities and limitations of various technologies. It involves knowing how to use different tools, software, and hardware relevant to teaching.
2. Pedagogical Knowledge (PK): Knowledge about effective teaching strategies, methods, and approaches. It includes an understanding of how students learn and how to design and implement instructional strategies.
3. Content Knowledge (CK): Deep understanding of the subject matter being taught. This is the traditional knowledge that teachers have about their specific content area.
The TPACK model suggests that effective teaching with technology occurs at the intersection of these three knowledge areas. The overlaps create additional knowledge domains:
- Technological Pedagogical Knowledge (TPK): How to use technology to facilitate pedagogical goals.
- Technological Content Knowledge (TCK): Understanding how technology and content are related, such as using specific tools to teach particular concepts.
- Pedagogical Content Knowledge (PCK): The intersection of pedagogical and content knowledge, emphasizing how to teach specific content.
- Technological Pedagogical Content Knowledge (TPACK): The integration of technological, pedagogical, and content knowledge. It's the sweet spot where all three knowledge domains intersect, representing effective teaching with technology.
Educators who possess TPACK are thought to be better equipped to make thoughtful and effective decisions about when and how to use technology in their teaching, considering both the subject matter and the learning needs of their students.
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