4.+TPACK

[|Technological Pedagogical Content Knowledge (TPACK)]

Technological Pedagogical Content Knowledge (TPACK) is a conceptual framework of the teachers' knowledge systems characterized by the intersections of the teachers' knowledge of content, pedagogy, and technology (Mishra & Koehler, 2006 and Harris & Hofer, 2011). Building on the work of Shulman's "pedagogical content knowledge", Mishra and Koehler add technology knowledge to the formula the educator uses to teach and promote learning, which the researchers believe is critical to effective teaching today. This new framework calls upon educators to consider the content they teach, the way they teach, and the way they utilize technology to teach as one unit rather than separately.

Educators wishing to be fully innovative will integrate TPACK into their teaching. It is understood, at present, that this integration will be a process toward full implementation through a process of learning the teacher's "concurrent and interdependent understanding of content, general pedagogy, technology, and learning contexts" (Harris & Hofer, 2011). One of the goals of TPACK needs to be the creation of an approach to professional development, both in pre-service and in-service training, that enables the educator to operate with the knowledge base necessary to know and be able to most effectively integrate technology into what is being taught.

References Harris, J. B. & Hofer, M. J. (2011). Technological pedagogical content knowledge (tpack) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning. //Journal of Research on Technology in Education//. 43 (3), 211-229.

Mishra, P., & Koehler, M. J. (2006). [| Technological pedagogical content knowledge: A new framework for teacher knowledge]. //Teachers College Record// 108 (6), 1017-1054.