TPaCK: Technology, Pedagogy & Content Knowledge

When building the ICT capacity of teachers, Technological, Pedagogical and Content Knowledge must be central to any use of technology. Deep knowledge of how to appropriately teach, how students best learn and knowledge of the curriculum are vital to any use of technology.

TPaCK is a way of describing how technology, pedagogy and content knowledge fit together and indeed, overlap to enable powerful learning. As the TPaCK diagram shows, the overlap creates 6 areas in total with the ‘sweet spot’ combining all three. For example The TPACK model highlights that when using technology in classrooms, it must have a sound curriculum (content) and pedagogical fit. It is much more than using technology for its own sake or simply as a tool to promote student engagement (although this could certainly be an outcome).

For further information on the TPaCK model go to http://www.tpack.org/

The six fields of knowledge that comprise TPACK can assist with the evaluation of where your chosen cohort sits in the use of technology. You could use your awareness of your team or chosen cohort from lesson observation or extracts from a team planner.

• Content Knowledge (CK) – Is the depth of knowledge teachers have about the curriculum they are tasked to teach.

• Pedagogical Knowledge (PK) – is the quality of understanding teachers have about the ways in which students can be effectively taught. It applies to classroom management lesson planning and student assessment etc.

• Technology Knowledge (TK) – the teacher and students understand Digital technologies and apply them productively and effectively in the teaching and learning program. Teachers keep abreast of and continually adapt to changes in technology.

• Pedagogical Content Knowledge (PCK) – is basically the evolution and planning of the curriculum for teaching. The teacher interprets the topic to be taught, finds multiple ways to represent it, and adapts and constructs the best of available instructional materials to present to their class taking into account students’ prior knowledge.

• Technological Content Knowledge (TCK) – involves teachers understanding how the curriculum can be communicated utilising different technology products, and considering which specific tools might be best suited for their classrooms.

• Technological Pedagogical Knowledge (TPK) – This describes teachers’ understanding of how particular technologies can change both teaching and learning experiences for the student. “An understanding of how teaching and learning can change when particular technologies are used in particular ways.” (Koehler & Mishra, 2009).

Reference: Mishra, P., Koehler, M., Kereluik, K. (2009). The song remains the same: looking back to the future of educational technology. TechTrends, 53(5), 48-53.