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 have to adjust their current information technology use (e.g. knowledge of how to use overheads and projectors, whiteboards, and text books) and to integrate these new practices into their existing content knowledge, pedagogical knowledge and pedagogical content knowledge practices. This intersection has been termed technological pedagogical content knowledge  (TPCK) (see Figure). Mishra and Koehler emphasize that these knowledge areas are not distinct, but overlap and are mutually constitutive in multiple and complex ways. 

 

 

Robertshaw, M.B., Leary, H., Walker, A., Bloxham, K., & Recker, M. (in press). Reciprocal mentoring "in the wild":  A retrospective, comparative case study of ICT teacher professional development. In Effective Blended Learning Practices: Evidence-Based Perspectives in ICT- Facilitated Education, Philippa Gerbic & Elizabeth Stacey, Eds.

 

Mishra, P. and Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.  The Teachers College Record, 108(6), 1017-1054.

 

Shulman, L. S. (1986).  Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.

 

For more information:

For now please see http://www.tpck.org/