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What is Technological Pedagogical Content Knowledge (TPACK)

Chapter 1
Handbook of Research on Teacher Education in the Digital Age
A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom integrating appropriate technological, pedagogical, and content knowledge.
Published in Chapter:
The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades
Sarah B. Bush (Bellarmine University, USA), Shannon O. Driskell (University of Dayton, USA), Margaret L. Niess (Oregon State University, USA), David Pugalee (University of North Carolina – Charlotte, USA), Christopher R. Rakes (University of Maryland – Baltimore County, USA), and Robert N. Ronau (University of Cincinnati, USA)
Copyright: © 2015 |Pages: 27
DOI: 10.4018/978-1-4666-8403-4.ch001
Abstract
The rapid expansion of technology integration in everyday lives calls for a rethinking of teaching and learning with current and emerging digital technologies. How have pre-service teachers been prepared for teaching with these new technologies? Are they prepared for this educational revolution? This chapter presents an analysis of the impact of digital technologies in mathematics pre-service teacher preparation over the past four decades. The chapter examines how various technology types, content strands, grade-level bands, teacher outcomes, conceptual frameworks, research questions, and alignment with the Common Core State Standards for Mathematics (CCSSM) (CCSSO, 2010) Mathematical Practices (CCSSM-MP) have influenced the outcomes from mathematics teacher education papers and how this literature has affected teacher preparation. The goal of this examination is to identify recommendations for future mathematics teacher preparation research that show promise for revising mathematics teacher preparation in this digital age.
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Chapter 5
Mathematics Education Technology Professional Development: Changes over Several Decades
A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom integrating appropriate technological, pedagogical, and content knowledge.
Published in Chapter: Mathematics Education Technology Professional Development: Changes over Several Decades; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 13
Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools
The construct that posits that technology integration knowledge includes a combination of knowledge of technology, pedagogy, and content and the context and culture of the educational setting.
Published in Chapter: Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools; From: Handbook of Research on Emerging Practices and Methods for K-12 Online and Blended Learning
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Chapter 20
Dynamic Approach to Teaching Geometry: A Study of Teachers' TPACK Development
Knowledge of how to use technological tools effectively in teaching and learning of specific content matter.
Published in Chapter: Dynamic Approach to Teaching Geometry: A Study of Teachers' TPACK Development; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 18
Adding a New Dimension to Teaching Mathematics Educators
The knowledge that encompasses the intersections of technological knowledge, pedagogical knowledge, and content knowledge.
Published in Chapter: Adding a New Dimension to Teaching Mathematics Educators; From: Handbook of Research on TPACK in the Digital Age
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Chapter 15
The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment
A construct related to using knowledge of technology, pedagogy, and content in order to effectively teach with technology.
Published in Chapter: The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 1
Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers
A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom using appropriate technological, pedagogical, and content knowledge.
Published in Chapter: Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 1
Introduction: Advancing Digital Equity Through Transformative Teaching and Learning
A venue for delivering instruction and learning materials to students using the Internet as the venue for teaching and learning.
Published in Chapter: Introduction: Advancing Digital Equity Through Transformative Teaching and Learning; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 19
Developing Technological Pedagogical Content Knowledge in Elementary Education Programs
Construct that suggests that teachers need knowledge of technology, pedagogy, and content and the intersection of those aspects of knowledge in order to effectively integrate technology into their teaching.
Published in Chapter: Developing Technological Pedagogical Content Knowledge in Elementary Education Programs; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 27
The Digital Journey: Integrating Technology into Teaching and Learning
Refers to a framework offered by Mishra and Koehler (2006) to understand and describe the kinds of knowledge teachers need for effective pedagogical practice in technology enhanced learning environments.
Published in Chapter: The Digital Journey: Integrating Technology into Teaching and Learning; From: Handbook of Research on Learning Outcomes and Opportunities in the Digital Age
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Chapter 15
Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction
Three interplaying knowledge arenas central to teachers’ ability to effectively support classroom learning.
Published in Chapter: Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction; From: Optimizing Higher Education Learning Through Activities and Assessments
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Chapter 8
Fostering K-12 Learners' Willingness to Communicate Through Technology-Enhanced Practices With a Perspective of Learner Analytics
It is a theoretical framework for understanding the knowledge and skills teachers need for effective and efficient integration of technology.
Published in Chapter: Fostering K-12 Learners' Willingness to Communicate Through Technology-Enhanced Practices With a Perspective of Learner Analytics; From: Emergent Practices of Learning Analytics in K-12 Classrooms
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Chapter 21
Preparing Teachers to Implement Technology: The CCMS Experience
Teacher knowledge that has been defined as the integration of technology, pedagogy, and subject matter content knowledge ( Mishra & Koehler, 2006 ).
Published in Chapter: Preparing Teachers to Implement Technology: The CCMS Experience; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 22
A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments
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Chapter 18
Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections
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Chapter 10
Technology Integration Models for Digital Equity
A framework which extends Shulman’s concept of Pedagogical Content Knowledge and includes the technological knowledge teachers need to teach effectively with technology.
Published in Chapter: Technology Integration Models for Digital Equity; From: Handbook of Research on Pedagogical Models for Next-Generation Teaching and Learning
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Chapter 2
The Digital Teacher: The TPACK Framework for Teacher Training
Teacher knowledge including the integration of technology into the subject matter while adopting appropriate teaching pedagogy.
Published in Chapter: The Digital Teacher: The TPACK Framework for Teacher Training; From: Impact of Digital Transformation in Teacher Training Models
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Chapter 17
Developing Teachers' TPACK for Mathematics through Professional Development: The Case of InterMath
Knowledge of how to use technology to teach particular topics related to a content area. For example, knowing how to support students in learning to use spreadsheets to identify patterns that lead to an algebraic expression.
Published in Chapter: Developing Teachers' TPACK for Mathematics through Professional Development: The Case of InterMath; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 10
Conclusion: Creating Better Teaching and Learning Environments by Focusing on Teaching and Learning
A venue for delivering instruction and learning materials to students using the internet as the venue for teaching and learning.
Published in Chapter: Conclusion: Creating Better Teaching and Learning Environments by Focusing on Teaching and Learning; From: Cases on Digital Learning and Teaching Transformations in Higher Education
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Chapter 12
Contextual Influences on Science Teachers' TPACK Levels
The knowledge construct required for effective teaching of specific content with technology.
Published in Chapter: Contextual Influences on Science Teachers' TPACK Levels; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 19
An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset
The construct that describes the transformed teacher knowledge that emerges from the interaction of technological knowledge, pedagogical knowledge and content knowledge.
Published in Chapter: An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset; From: Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age
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Chapter 7
Technology Integration in English Language Education: An Evolving Paradigm
A framework that describes the knowledge teachers need to effectively integrate technology into their teaching practices, comprising an understanding of content, pedagogy, and technology.
Published in Chapter: Technology Integration in English Language Education: An Evolving Paradigm; From: Exploring Contemporary English Language Education Practices
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Chapter 12
Immersing Future Middle-Level Science Educators in a Blended Learning Environment
A form of specific knowledge that incorporates content, pedagogy, and technology to produce an understanding of how to best utilize technology within instruction.
Published in Chapter: Immersing Future Middle-Level Science Educators in a Blended Learning Environment; From: Emerging Techniques and Applications for Blended Learning in K-20 Classrooms
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Chapter 18
High Possibility Classrooms: A New Model for Technology Integration
Is Mishra and Koehler’s (2006) seven component framework for effective technology integration for teaching specific content or subject matter that requires understanding and negotiating the relationships between, technology, pedagogy, and content.
Published in Chapter: High Possibility Classrooms: A New Model for Technology Integration; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 5
Improving Novice EFL Teachers' TPACK With Padlet Self-Reflective E-Portfolios: Synchronous Online Teaching Delivery Continuous Professional Development Program
A model that aids teachers self-assess their skills to teach their subject with technology. The core of TPACK is the intersection of all three knowledge domains: content, pedagogy, and technology. This central section refers to the participants’ awareness of how technologies can improve their teaching approach and thoroughly and successfully promote student learning ( Anderson et al., 2013 ). The dimensions are defined hereafter.
Published in Chapter: Improving Novice EFL Teachers' TPACK With Padlet Self-Reflective E-Portfolios: Synchronous Online Teaching Delivery Continuous Professional Development Program; From: Integrating TPACK and CALL in English Language Teaching
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Chapter 1
Designing an Educational Program for Teachers Based on TPACK Principles and Wikis
A framework concerning the knowledge required by teachers in order to integrate successfully technology in educational settings. It includes three main forms of knowledge (i.e., Pedagogical Knowledge, Content Knowledge and Technological knowledge) and those that lie at their intersections.
Published in Chapter: Designing an Educational Program for Teachers Based on TPACK Principles and Wikis; From: Building and Maintaining Adult Learning Advantage
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Chapter 15
Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course
Construct representing knowledge related to effectively teaching with technology.
Published in Chapter: Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course; From: Handbook of Research on TPACK in the Digital Age
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Chapter 3
Augmented Reality in Research and Practice: A Content Analysis of Claims in Education
A framework to describe the type of knowledge most worth knowing for instructors attempting to integrate educational technologies into their instruction.
Published in Chapter: Augmented Reality in Research and Practice: A Content Analysis of Claims in Education; From: Designing, Deploying, and Evaluating Virtual and Augmented Reality in Education
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Chapter 11
Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices
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Chapter 10
Improving Initial Teacher Education in Australia: Solutions and Recommendations from the Teaching Teachers for the Future Project
Developed by Mishra and Koehler (2006) , TPACK builds upon Shulman’s Pedagogical Content Knowledge (PCK) to provide a framework to understand the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK), and enables TPACK is a conceptualisation that that there are three knowledges for teachers - Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three circles is called Technological Pedagogical Content Knowledge (TPACK).
Published in Chapter: Improving Initial Teacher Education in Australia: Solutions and Recommendations from the Teaching Teachers for the Future Project; From: Handbook of Research on Enhancing Teacher Education with Advanced Instructional Technologies
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Chapter 17
Context and Teaching with Technology in the Digital Age
The knowledge teachers need to develop in order to be able to integrate technology into teaching. Specifically, teachers need to develop knowledge of technology, pedagogy, and content, and the domains of knowledge comprised from considering technology, pedagogy, and content together.
Published in Chapter: Context and Teaching with Technology in the Digital Age; From: Handbook of Research on Teacher Education in the Digital Age
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Chapter 6
Teacher Education and Digital Equity: Research in the Millennium
A framework which extends Shulman’s concept of Pedagogical Content Knowledge and includes the knowledge teachers need to teach effectively with technology.
Published in Chapter: Teacher Education and Digital Equity: Research in the Millennium; From: Handbook of Research on Promoting Cross-Cultural Competence and Social Justice in Teacher Education
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