1. The TPACK Framework
A contextual look into each
domain of the framework.
Destiney Ross
ECI 716

2. …some background INFO
• In 1986, Lee Shulman analyzed the combination of
pedagogical and content knowledge (PCK) that
teachers should possess
• In 2000, technology knowledge was added as another
component that teachers should possess
• In 2006, P. Mishra and M. Koehler provided theory
behind the union of all three domains, yielding the
TPACK Framework

3. What does this have to do
with me, as a teacher?

4. But WAIT there’s more…
The guy in the video discussed the three main
domains (content, pedagogy and technology) but
he failed to mention the domains created from
their union:
•Technological content knowledge (TCK)
•Pedagogical content knowledge (PCK)
•Technological pedagogical knowledge (TPK)
• Technological pedagogical content
knowledge (TPCK or “TPACK”)

5. Here’s what it looks like

6. I was understanding until you
added the overlapping domains…
Let’s take a closer look into all of
the domains, shall we?

7. Content Knowledge
What you know about the subject matter that
you teach.
For example, as math teachers, we know a range
of information such as arithmetic reasoning,
geometric properties, postulates and theories.

8. Pedagogical Knowledge
The teaching methods and strategies that you
use (or, how you teach).
For example, you may use the exploratory
approach when introducing a new concept while
another teacher uses an expository approach.

9. Technological Knowledge
What you know about instructional
technologies.
Technological knowledge goes beyond just
knowing about the technology tools; you must
also know when using those tools are appropriate
within instruction.

10. Technological Content Knowledge
Knowing how technology influences and
supplements the course content.
For example, using an web-based coin toss
simulator to demonstrate probability for a large
number of trails opposed to manually flipping a
coin hundreds of times.

11. Pedagogical Content Knowledge
Knowing strategies of how to provide
instruction and assess students of varying
intellectual and ability levels.
For example, when planning a unit, you may
choose to differentiate instruction with regards
to the unit’s content because you have an idea of
how your students learn and what approaches
would be beneficial.

12. Technological Pedagogical Knowledge
Knowing the impact that technology has on
teaching and learning.
For example, we know that students would easily
grasp the concept of the correlation between
two variables by illustrating a scatterplot using a
graphing calculator.

13. Technological Pedagogical Content
Knowledge
The intertwining of all three knowledge
domains. Using technology as a pedagogical
tool as well as content-specific delivery tool.

14. Resource
• www.tpack.org Retrieved on Oct. 31, 2010