Development and Transfer of TPACK From Pre-Service to In-Service Experience for a Special Education Elementary School Teacher: Case Study

TPACK Framework

The TPACK framework as described by Mishra and Koehler (2006) was built upon Shulman’s (1986) idea of PCK (Pedagogical Content Knowledge) framework by adding the knowledge of technology as a separate domain, since technology, especially digital technology, have changed (or can change) the nature of the classroom. The TPACK framework describes the knowledge that teachers need for effective integration of technology in their specific content areas and grade levels (Niess, 2008). Seven knowledge domains described by the TPACK framework include: Technological Knowledge (TK) as knowledge and proficiency with technology tools (Shinas, Yilmaz-Ozden, Mouza, Karchmer-Klein, & Glutting, 2013), Content Knowledge (CK) as knowledge of the subject matter, Pedagogical Knowledge (PK) as knowledge of educational theories and instructional methodologies needed to develop appropriate instructions, Technological Content Knowledge (TCK) as knowledge of using technology tools to support specific content matter, Pedagogical Content Knowledge (PCK) as knowledge needed to develop and deliver effective content-specific instruction, Technological Pedagogical Knowledge (TPK) as knowledge of how technology can support teaching and learning, and TPACK as knowledge that supports a teacher’s ability to integrate content, pedagogy and technology in a specific context (subject matter, grade-level, teachers, school factors, demographics, culture, learning environment, etc.).