Technology became an important part of students’ lives, in the class it can help increase their understanding of complex things and collaboration among peers. because of such benefits, education system pushes teachers to use technology in their lessons. But most teachers have difficulties with this, especially with sufficient technological knowledge. Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which focuses on technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), offers efficient approach to the many difficulties that the teachers face. “Thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. “ The three types of knowledge are combined and recombined within the TPACK framework.
image ©2012 by tpack.org
Content Knowledge (CK) describes teachers knowledge of the subject matter
Pedagogical Knowledge (PK) describes teachers’ knowledge of the practices, processes, and methods regarding teaching and learning.
Technological Knowledge (TK) – This describes teachers’ knowledge of, and ability to use, various technologies, technological tools, and associated resources.
TPACK is useful inorder to make technology integration successful in the classroom.
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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