TPACK divides a teacher's contextual knowledge (XK) in teaching into three broad categories: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK).

Abstract: In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated.

Technological Pedagogical Content Knowledge (TPCK) was introduced to the educational research field as a theoretical framework for understanding teacher knowledge required for effective technology integration (Mishra & Koe-hler, 2006). The TPCK framework acronym was renamed TPACK (pronounced

Jan 1, 2009 · In this paper, several issues regarding the epistemology of technological pedagogical content knowledge (TPCK) are first raised for the purpose of clarifying the construct.

This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge).

In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated.

Mar 2, 2023 · The goal was to expand on the current understandings of the nature of technological pedagogical content knowledge (TPCK/TPACK) and provide a launchpad for future research by teacher educators...

Mar 5, 2018 · The TPCK (also known as TPACK) Model of Technological Pedagogical Content Knowledge, originally proposed by Misrah and Koehler (Koehler & Mishra, 2005, 2008, Misrah & Koehler, 2006), has taken the academic world by storm by proposing a pragmatic and systematic theoretical grounding to assist teachers integrating content knowledge, pedagogy and ...

In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated.

Scholarship addressing technological pedagogical content knowledge (TPCK or TPACK) has examined how to develop, apply, and assess it in diverse educational settings and content areas.