TPACK

Understanding TPACK through a Leadership Lens

What is TPACK: TPACK is a framework that uses Technological, Pedagogical and Content knowledge 

TPACK is a framework that combines Technological Knowledge, Pedagogical Knowledge and Content Knowledge.TPACK is a framework that combines Technological Knowledge, Pedagogical Knowledge and Content Knowledge.Since its introduction in 2005, the Technological Pedagogical Content Knowledge (TPACK) framework

(Koehler & Mishra, 2005; Mishra & Koehler, 2006)

has provided a rich foundation for research on the

effective use of technology in teaching and l

earning

(Kessler & Phillips, 2019)

. In a field that has been

criticised as weak in its use of theory (Hew et al., 2019; Jones & Czerniewicz, 2011; Mishra & Koehler,

2006; Reimann et al., 2014;

Warr

, Mishra & Scragg, 2020)

, TPACK stands out as one of the fe

w theories

specific to educational technology research (Hew et al., 2019)

and

has been widely used in published

research in relation to teacher education, teacher beliefs, classroom practice and program evaluation

(Angeli et al., 2016; Voogt et al., 2013).

While TPACK has proven a highly popular foundation for

published research (Kessler & Phillips, 2019)

, a characteristic of TPACK research and scholarship has

been the continued and lively critique of the framework, including in relation to defining and del

ineating

the construct components, the relationships between construct components, measurement and validation,

the predictive and prescriptive value of the framework and the relationship between TPACK and practice

(Angeli et al., 2016)

. A number of researchers have systematically reviewed TPACK research or

examined particular aspects of the TPACK framework, its theoretical underpinnings, measurement and

Since its introduction in 2005, the Technological Pedagogical Content Knowledge (TPACK) framework

(Koehler & Mishra, 2005; Mishra & Koehler, 2006)

has provided a rich foundation for research on the

effective use of technology in teaching and l

earning

(Kessler & Phillips, 2019)

. In a field that has been

criticised as weak in its use of theory (Hew et al., 2019; Jones & Czerniewicz, 2011; Mishra & Koehler,

2006; Reimann et al., 2014;

Warr

, Mishra & Scragg, 2020)

, TPACK stands out as one of the fe

w theories

specific to educational technology research (Hew et al., 2019)

and

has been widely used in published

research in relation to teacher education, teacher beliefs, classroom practice and program evaluation

(Angeli et al., 2016; Voogt et al., 2013).

While TPACK has proven a highly popular foundation for

published research (Kessler & Phillips, 2019)

, a characteristic of TPACK research and scholarship has

been the continued and lively critique of the framework, including in relation to defining and del

ineating

the construct components, the relationships between construct components, measurement and validation,

the predictive and prescriptive value of the framework and the relationship between TPACK and practice

(Angeli et al., 2016)

. A number of researchers have systematically reviewed TPACK research or

examined particular aspects of the TPACK framework, its theoretical underpinnings, measurement and

Technological pedagogical knowledge (TPK) describes relationships and interactions between technological tools and specific pedagogical practices, while pedagogical content knowledge (PCK) describes the same between pedagogical practices and specific learning objectives; finally, technological content knowledge (TCK) describes relationships and intersections among technologies and learning objectives. These triangulated areas then constitute TPACK, which considers the relationships among all three areas and acknowledges that educators are acting within this complex space.

The Function of Each area for teachers and students

Content Knowledge (CK) – This describes teachers’ own knowledge of the subject matter. CK may include knowledge of concepts, theories, evidence, and organizational frameworks within a particular subject matter; it may also include the field’s best practices and established approaches to communicating this information to students.Leadership

Pedagogical Knowledge (PK) – This describes teachers’ knowledge of the practices, processes, and methods regarding teaching and learning. As a generic form of knowledge, PK encompasses the purposes, values, and aims of education, and may apply to more specific areas including the understanding of student learning styles, classroom management skills, lesson planning, and assessments.

Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources. 

How Successful is TPACK

No doubt there has been very successful implementation of the model, if TPACK is used the way it has been designed and the supported networks are built and continued to be supported through each phase then it will work.   If we are only looking at one aspect of TPACK and then using it to implement it in a school then it will not work as you need to understand if there are no supports then I believe it is false.  You need all 3 areas to work to and be well supported.

References

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054

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