What is Technological Pedagogical Content Knowledge (TPACK)

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A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom integrating appropriate technological, pedagogical, and content knowledge. Learn more in: The Impact of Digital Technologies in Mathematics Pre-Service Teacher Preparation over Four Decades

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A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom integrating appropriate technological, pedagogical, and content knowledge. Learn more in: Mathematics Education Technology Professional Development: Changes over Several Decades

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The construct that posits that technology integration knowledge includes a combination of knowledge of technology, pedagogy, and content and the context and culture of the educational setting. Learn more in: Blended Learning in Mathematics: Examining Vignettes From Elementary and Middle Schools

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Knowledge of how to use technological tools effectively in teaching and learning of specific content matter. Learn more in: Dynamic Approach to Teaching Geometry: A Study of Teachers' TPACK Development

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The knowledge that encompasses the intersections of technological knowledge, pedagogical knowledge, and content knowledge. Learn more in: Adding a New Dimension to Teaching Mathematics Educators

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A construct related to using knowledge of technology, pedagogy, and content in order to effectively teach with technology. Learn more in: The Influence of Professional Development on Primary Teachers' TPACK and Use of Formative Assessment

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A model that addresses the specialized set of knowledge needed to effectively integrate technology into the mathematics classroom using appropriate technological, pedagogical, and content knowledge. Learn more in: Technological Pedagogical Content Knowledge: Preparation and Support of Mathematics Teachers

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A venue for delivering instruction and learning materials to students using the Internet as the venue for teaching and learning. Learn more in: Introduction: Advancing Digital Equity Through Transformative Teaching and Learning

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Construct that suggests that teachers need knowledge of technology, pedagogy, and content and the intersection of those aspects of knowledge in order to effectively integrate technology into their teaching. Learn more in: Developing Technological Pedagogical Content Knowledge in Elementary Education Programs

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Refers to a framework offered by Mishra and Koehler (2006) to understand and describe the kinds of knowledge teachers need for effective pedagogical practice in technology enhanced learning environments. Learn more in: The Digital Journey: Integrating Technology into Teaching and Learning

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Three interplaying knowledge arenas central to teachers’ ability to effectively support classroom learning. Learn more in: Increasing Participation of International Students in the Higher Education Classrooms Through Technology-Enhanced Instruction

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Teacher knowledge that has been defined as the integration of technology, pedagogy, and subject matter content knowledge ( Mishra & Koehler, 2006 ). Learn more in: Preparing Teachers to Implement Technology: The CCMS Experience

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The transformation of teachers’ knowledge for teaching their content with technology. Learn more in: A Reconstructed Conception of Learner Engagement in Technology Rich Online Learning Environments

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The transformation of teachers’ knowledge for teaching their content with technology. Learn more in: Mathematics Teachers' Knowledge-of-Practice with Technologies in an Online Masters' Program: Scoop Action Research Experiences and Reflections

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A framework which extends Shulman’s concept of Pedagogical Content Knowledge and includes the technological knowledge teachers need to teach effectively with technology. Learn more in: Technology Integration Models for Digital Equity

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Knowledge of how to use technology to teach particular topics related to a content area. For example, knowing how to support students in learning to use spreadsheets to identify patterns that lead to an algebraic expression. Learn more in: Developing Teachers' TPACK for Mathematics through Professional Development: The Case of InterMath

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A venue for delivering instruction and learning materials to students using the internet as the venue for teaching and learning. Learn more in: Conclusion: Creating Better Teaching and Learning Environments by Focusing on Teaching and Learning

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The knowledge construct required for effective teaching of specific content with technology. Learn more in: Contextual Influences on Science Teachers' TPACK Levels

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The construct that describes the transformed teacher knowledge that emerges from the interaction of technological knowledge, pedagogical knowledge and content knowledge. Learn more in: An Algebra Teacher's Instructional Decision-Making Process with GeoGebra: Thinking with a TPACK Mindset

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A form of specific knowledge that incorporates content, pedagogy, and technology to produce an understanding of how to best utilize technology within instruction. Learn more in: Immersing Future Middle-Level Science Educators in a Blended Learning Environment

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Is Mishra and Koehler’s (2006) seven component framework for effective technology integration for teaching specific content or subject matter that requires understanding and negotiating the relationships between, technology, pedagogy, and content. Learn more in: High Possibility Classrooms: A New Model for Technology Integration

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A framework concerning the knowledge required by teachers in order to integrate successfully technology in educational settings. It includes three main forms of knowledge (i.e., Pedagogical Knowledge, Content Knowledge and Technological knowledge) and those that lie at their intersections. Learn more in: Designing an Educational Program for Teachers Based on TPACK Principles and Wikis

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Construct representing knowledge related to effectively teaching with technology. Learn more in: Developing TPACK for Elementary Education Teacher Candidates in an Instructional Design and Technology Integration Course

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A framework to describe the type of knowledge most worth knowing for instructors attempting to integrate educational technologies into their instruction. Learn more in: Augmented Reality in Research and Practice: A Content Analysis of Claims in Education

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Knowledge of connecting content, pedagogy and technology. Learn more in: Teacher Training in 3D Virtual Worlds: Understanding Immersive Learning for Teaching Practices

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Developed by Mishra and Koehler (2006) , TPACK builds upon Shulman’s Pedagogical Content Knowledge (PCK) to provide a framework to understand the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK), and enables TPACK is a conceptualisation that that there are three knowledges for teachers - Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and the intersection of all three circles is called Technological Pedagogical Content Knowledge (TPACK). Learn more in: Improving Initial Teacher Education in Australia: Solutions and Recommendations from the Teaching Teachers for the Future Project

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The knowledge teachers need to develop in order to be able to integrate technology into teaching. Specifically, teachers need to develop knowledge of technology, pedagogy, and content, and the domains of knowledge comprised from considering technology, pedagogy, and content together. Learn more in: Context and Teaching with Technology in the Digital Age

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A framework which extends Shulman’s concept of Pedagogical Content Knowledge and includes the knowledge teachers need to teach effectively with technology. Learn more in: Teacher Education and Digital Equity: Research in the Millennium