Abstract
In this paper, we present Technological Pedagogical Content Knowledge (TPACK) as a framework for the integration
of technology within teaching. Three main bodies of knowledge – technological knowledge, content knowledge, and
pedagogical knowledge – inform the design of this theoretical framework. Accordingly, we describe the characteristics
of these three bodies of knowledge, along with the bodies of knowledge that emerge from the interactions between
and among them. In this chapter, we argue that knowing how to integrate technology emerges from an understanding
both of the three main bodies of knowledge and their interactions. We believe the TPACK framework has significant
implications for teachers and teacher educators; specifically, we argue that teachers should be considered “designers” of
curricula, and with regards to teacher educators, we identify “learning technology by design” and activity types as two
key methods for the development of TPACK.
of technology within teaching. Three main bodies of knowledge – technological knowledge, content knowledge, and
pedagogical knowledge – inform the design of this theoretical framework. Accordingly, we describe the characteristics
of these three bodies of knowledge, along with the bodies of knowledge that emerge from the interactions between
and among them. In this chapter, we argue that knowing how to integrate technology emerges from an understanding
both of the three main bodies of knowledge and their interactions. We believe the TPACK framework has significant
implications for teachers and teacher educators; specifically, we argue that teachers should be considered “designers” of
curricula, and with regards to teacher educators, we identify “learning technology by design” and activity types as two
key methods for the development of TPACK.
| Original language | English |
|---|---|
| Title of host publication | ICT Integrated Teacher Education |
| Subtitle of host publication | A Resource Book |
| State | Published - 2013 |