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What is Technological Pedagogical Knowledge (TPCK)

Chapter 2
Handbook of Research on Media Literacy in the Digital Age
A conceptual framework developed by Punya Mishra and Matthew J. Koehler (2006) AU26: The in-text citation "Koehler (2006)" is not in the reference list. Please correct the citation, add the reference to the list, or delete the citation. that builds on the work of Lee Shulman (1986) in describing the knowledge needed to effectively integrate technology into teaching and learning. TPCK represents the complex interconnections between a teacher’s content area knowledge, pedagogical knowledge, and technical knowledge (e.g. expertise with technology).
Published in Chapter:
Learning to Teach the Media: Pre-Service Teachers Articulate the Value of Media Literacy Education
Theresa A. Redmond (Appalachian State University, USA)
Copyright: © 2016 |Pages: 22
DOI: 10.4018/978-1-4666-9667-9.ch002
Abstract
Media literacy education (MLE) has been recognized as an important 21st century skill that promotes critical inquiry. Many educative organizations have disseminated papers calling for MLE in PK-12 schooling. Yet, it is unclear how MLE is being incorporated in teacher education programs. This chapter reports research from a qualitative study that aims to examine how pre-service teachers (PSTs) articulate the value of MLE for 21st century teaching and learning while enrolled in a core education course that encompasses media literacy. The author employed a constant-comparative analysis of student data collected from different course sections over three semesters. The results indicate that PSTs value MLE as a pedagogy that promotes effective media integration, fosters critical thinking, and develops curriculum connections. Further, the results suggest that MLE may be useful in cultivating PSTs' technological pedagogical content knowledge (TPCK), in turn developing their skills in technology and media integration.
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