Technological pedagogical content knowledge (Mishra & Koehler, 2006) is an extension of pedagogical content knowledge (PCK).  PCK is a framework developed by Shulman (1986) for understanding the different kinds of knowledge encompassing the practice of teaching.   When Shulman first developed the notion of PCK,  the use of technology did not have the focus in educational practice as it does today.  Essentially, not only do educators have to learn new technological practices, but they also haClick here to read more »