TPACK: a conceptual framework for teachers’ knowledge 101

Developing or finding the most effective models or frameworks

available for the knowledge of the implementation of ICT in education has always been a complex challenge (Fisher, Higgins, & Loveless, 2006). In an attempt to provide a framework for better understanding of

Mishra and Koehler (2006) introduced Technological Pedagogical Content Knowledge (that was originally abbreviated as TPCK and were later changed into TPACK for ease of pronunciation). This is a

conceptual model, based on Shulman’s (1987) idea of teacher’s pedagogy and content knowledge.

Shulman's PCK Pedagogical Content Knowledge (PCK) was a model that discussed the two-way relationship between content and pedagogy, for example, how a specific pedagogical method can promote (or inhibit) students' learning of particular content. Accordingly, by extending the concept of PCK, Mishra and Koehler (2006) argued that central to an effective technology mediated teaching is the interplay of three essential elements of Content, Pedagogy and Technology (see Figure 2.3).

Figure 2-3 The components of TPACK framework (graphic from Koehler & Mishra, 2009, p. 63)

In Figure 2.3, the three circles, Content, Pedagogy, and Technology, interlink to create four more types of interrelated knowledge: three pairs and one triad. The concept of technological pedagogical content

knowledge is the central space created by the intersection of:

• technological knowledge (TK): Rapidly evolving nature of the

technologies makes it difficult to define what technology knowledge is (Koehler & Mishra, 2009). Currently, knowledge of the educational

technologies, however, is defined beyond traditional definitions of computer literacy, i.e. just having the knowledge of how

technological tools work and operate (Harris, Mishra, & Koehler, 2009; Koehler & Mishra, 2009). In this view, a computer literate person possesses a deeper knowledge of the functions of existing technologies for various educational purposes and ability to adapt them (e.g. wikis) for achieving given goals (technology enhanced learning) and to adapt and keep themselves update with these ever changing tools (Harris et al., 2009; Koehler & Mishra, 2009). This will be discussed further in this chapter in relation to the discussion of affordances.

• pedagogical knowledge (PK): This include knowledge of theories,

concepts and strategies of learning, knowledge of the instructional approaches, methods, techniques and procedures; knowledge of the classroom managing and assessment, students needs and learning characteristics and goals, and the ability to apply this knowledge to achieve educational goals in various learning environments and situations (Harris et al., 2009; Koehler & Mishra, 2009).

• content knowledge (CK): Content knowledge can be defined as

‘knowledge about actual subject matter that is to be learned or

taught’ (for example, foreign languages or mathematics) (Mishra &

specific theoretical and conceptual constructs and also knowledge about how this specific knowledge is developed (Harris et al., 2009). The other three areas produced by the intersection of every two

neighbouring circles are:

• Technological Content Knowledge: Technological content

knowledge links knowledge of content with technology that according to Koehler and Mishra (2009) this is ‘a deep historical relationship’ (p. 65). Developments in the nature and representation of knowledge in various disciplines such as medicine, physics, etc. has been always impacted by technology in beneficial ways. ‘TCK, then, is an understanding of the manner in which technology and content influence and constrain one another’ (Koehler & Mishra, 2009, p. 65). Teachers need knowledge of this to decide about the choice of technologies that best support learning of the subject matter (ibid).

• Technological Pedagogical Knowledge (TPK): Technological

pedagogical knowledge refers to understanding the potential pedagogical benefits and constraints of technology (Mishra & Koehler, 2006). This requires an adequate knowledge of the affordances and constraints of various technological tools and

resources and to be able to employ them to make effective changes in pedagogical practices (Koehler and Mishra, 2009).

• Shulman’s (1987) Pedagogical Content Knowledge (PCK):

Pedagogical content knowledge links content with pedagogy and refers to knowledge about how to teach the specific subject matter effectively in order to make it more understandable to learners. To develop better teaching practices in the specific content area, teachers need to link their knowledge of the structure and concepts and

applications of the particular content area relevant to students with their knowledge of the learning processes to support their learning (Harris et al., 2009).

Mishra and Koehler (2006) believe that this kind of relationship between the components (content, pedagogy, and technology) constitutes the specificity of their approach. This approach indicates that in order to use ICT effectively for teaching practice in classroom, teachers not only need to be competent in these three areas: content, pedagogy and ICT; but they also need knowledge of the relation and the interaction of these three elements i.e., how these three components can work together for a better achievement in reference to their specific needs and context

(Koehler, Mishra, & Yahya, 2007).

Context is a variable that can significantly affect teachers’ decisions and their teaching practices. Teachers’ practices are bound by the

context in which they operate (Davison, 2005; Koehler & Mishra, 2009). Within the classroom, collaboration and interaction between teachers

and students; and within the broader institutional and societal level, socio-cultural and political factors as well as the institutional factors (the limitations or supports that institutions provide, time, training,

curriculum design and goals, and availability of ICT infrastructures) are the contextual implicit or explicit factors that will influence teachers’ ICT exploitation (Davison, 2005; Koehler & Mishra, 2009).

TPACK, while not unchallenged, was embraced with increasing interest by many researchers and interest groups. It could be used as a useful model for technology and media use in teaching practice. It could be considered for improving the knowledge of the teachers in pre-service or in-service teacher training programmes. Cuban (2001) investigated teachers’ technological practices in America and found that regardless of the availability of a wide range of ICT tools, many teachers did not incorporate them into their teaching practice, and the teachers who carried out their instructional practice with some ICT use, had, indeed,

‘adopted an innovation to fit their customary practices, not revolutionize

them’ (p. 97). Similarly, Tseng, Cheng, and Lin (2011) conducted

research to understand the interplay between these three key components -technological pedagogical content knowledge- in computer-assisted language learning (CALL) in a Taiwanese setting. They reported that (in the presence of ICT infrastructures) teachers’ technology use in

pedagogical practices. The following section will investigate literature into the role of pedagogy in the ICT-mediated educational programmes and the relevant issues.