What is TPACK

An acronym for Technological, Pedagogical, and Content Knowledge. Learn more in: Addressing Beginning STEM Teachers' Needs to Teach in High-Need School Districts

An acronym for t echnological p edagogical a nd c ontent k nowledge. It is the type of specific and situated intersection of the knowledge of technology, curriculum content and pedagogical practice needed by teachers in specific contexts, to integrate technology in the teaching of students in the classroom. Learn more in: An Integral Analysis of Teachers' Attitudes and Perspectives on the Integration of Technology in Teaching

Technological Pedagogical Content Knowledge framework that suggest that teachers can synergistically call upon their knowledge in three domains – content, pedagogy and technology. Learn more in: Integrating Disciplinary Literacy Practices in One-to-One Classrooms

Technological Pedagogical Content Knowledge. It is a theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology. Learn more in: Which Window Is Open?: Online Discussions and the Development of Pre-Service Pedagogic Digital Agency

Technological Pedagogical Content Knowledge framework that suggest that teachers can synergistically call upon their knowledge in three domains – content, pedagogy and technology. Learn more in: Integrating iPads in Middle School Science Instruction: A Case Study

Technological Pedagogical Content Knowledge is a type of knowledge necessary for understanding and having the ability to go beyond simple use of technology for effective instructional implementation; this includes knowledge of how to integrate the technology in meaningful ways to promote learning. Learn more in: Preparing Preservice Teachers to Become Self-Reflective of Their Technology Integration Practices

A framework for teacher knowledge for technology integration called technological pedagogical content knowledge. Learn more in: The Role of Librarians in Blended Courses

Technological Pedagogical Content Knowledge (TPACK) ( Koehler & Mishra, 2009 ; Mishra & Koehler, 2006 ) considers what teachers need to know to be able to integrate technology; focuses on three main components of teacher knowledge: technology, pedagogy, and content knowledge. Learn more in: Transforming Mathematics Teacher Knowledge in the Digital Age through Iterative Design of Course-Based Projects

(Technological Pedagogical and Content Knowledge) – the unique capacity of the professional teacher to leverage technology effectively for learning. Learn more in: Principles of Learning in the Technology-Enhanced Classroom

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An integrative approach of developing technology, pedagogy, and content knowledge in teachers. Learn more in: Transforming Mathematics Teaching through Games and Inquiry

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Is a short term for Technological Pedagogical Content Knowledge – a model to describe the knowledge requirements for teachers to integrate technology in teaching. Learn more in: Challenges and Opportunities for E-Learning in Education: A Case Study

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Technological pedagogical content knowledge - a framework to describe the kinds of knowledge needed by a teacher in order to implement effective pedagogy in a technology enhanced learning environment. Learn more in: The Perspectives of Iranian EFL Teachers on the Integration of ICT into their Teaching Practices

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The TPACK (Technological Pedagogical Content Knowledge) is an assessment used to determine one’s beliefs and dispositions towards integrating technology in education. Learn more in: Identifying Effective Uses of Mobiles for Encouraging 21st Century Skills

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Technological pedagogical content knowledge or TPCK . Teacher knowledge of the uses of technology that impact the pedagogy of teaching various content. Learn more in: TPACK Development in a Teacher Education Program

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TPACK stands for technological pedagogical content knowledge. It is a theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology. Learn more in: Improving Student Engagement in Political Science Courses Through Application of Active Learning and Digital Learning Technologies

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Acronym for Technological Pedagogical Content Knowledge referring to teachers’ perceptions about their ability to align technology use with the content standards and their pedagogical abilities to integrate technology into their instruction. Learn more in: An Early Childhood Professional Development Model for Technology Integration: Attending to Internal Barriers

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Technological Pedagogical Content Knowledge is a framework by Mishra and Koehler (2006) that outlines the kinds of knowledge needed by a teacher to ensure effective pedagogical practice in a technology enhanced learning environment. Learn more in: Humanizing Learning for All: Considerations for Large-Scale Online Design Initiatives

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Abbreviation for Technological Pedagogical Content Knowledge . Proposed in 2006 by Mishra and Koehler, TPACK is a framework to describe knowledge growth in teachers’ professional practice and development along three intersecting dimensions: content, pedagogy, and technology. Learn more in: Investigating Mobile Assisted English Foreign Language Learning and Teaching in China: Issues, Attitudes and Perceptions

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Referential frame of analysis that underlines the integral reflection on technological pedagogical content knowledge, necessary for every professor to efficiently incorporate technology into their teaching. Learn more in: The Practices of Learning Assessment in the Initial Teacher Training: A Glance From the TPACK Model

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Denotes technological pedagogical content knowledge. It is the knowledge of teachers to integrate technology in instruction. Learn more in: Fostering Future Teachers' Competence in Computational Thinking in an Educational Technology Course

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Framework for considering what teachers need to know to be able to integrate technology; focuses on three main components of teacher knowledge: technology, pedagogy, and content knowledge. Learn more in: The Transference between Elementary Preservice Teachers' Courses and Technology Use in Teaching

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A framework to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. Learn more in: The Technological Pedagogical Content Knowledge of EFL Teachers (EFL TPACK)

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A framework that looks at the teaching process from the perspective of Technological Knowledge, Pedagogical Knowledge and Content Knowledge. Learn more in: Interactive Digital Instruction: Pedagogy of the 21st Century Classroom

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A theoretical framework for understanding the delivery of instruction in digital and online settings based on the interplay and interconnectedness of technological knowledge, pedagogical knowledge, and content knowledge. Learn more in: Faculty Perspectives of Technology-Enhanced Course Redesign

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The creative integration of technology, pedagogy, and content knowledge into everyday teaching practices. Learn more in: A New Understanding of our Confusion: Insights from a Year-Long STEM Fellowship Program

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A framework that focuses on technology integration in which technology matches with teacher’s pedagogical approach and his/her content as well as works within his/her content. Learn more in: Mobile Phone: Repurposed Assistive Technology for Individuals with Disabilities

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Technological Pedagogical Content Knowledge (TPCK) was introduced to the educational research field as a theoretical framework for understanding teacher knowledge required for effective technology integration with regard to technology, pedagogy, and content ( Mishra & Koehler, 2006 ). Learn more in: The Vignette TaBLE: Team-Based Blended Learning Experiences With Classroom Mentors and Teacher Candidates

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Koehler and Mishra (2005) initially proposed the Technological pedagogical and content knowledge (TPACK) framework, which contains seven elements: (1) content knowledge, (2) pedagogical knowledge, (3) technology knowledge, (4) pedagogical content knowledge, (5) technological content knowledge, (6) technological pedagogical knowledge, and (7) technological pedagogical content knowledge. Learn more in: Exploring the Development of Pre-Service Teachers' ICT-TPACK using a Cognitive Stimulation Tool

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Technological Pedagogical Content Knowledge, a dynamic integration of teachers’ pedagogy, content, and technology knowledge which enables them to successfully integrate technology into their teaching practice. Learn more in: Opportunity to Start Strong: Integration of Technology in Science Lessons in the Early Elementary Grades

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An acronym for Technological Pedagogical Content Knowledge, a model that describes a specialized set of knowledge needed to effectively integrate technology into teaching. Learn more in: Documenting a Developing Vision of Teaching Mathematics with Technology

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Technological, Pedagogical and Content Knowledge (TPACK) model presents a framework for effective technology integration. Learn more in: Preparing Teachers for Mobile Learning Applications Grounded in Research and Pedagogical Frameworks

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TPACK is an abbreviation for Technological Pedagogical Content Knowledge, a conceptual framework useful for describing and distinguishing among the different kinds of knowledge teachers need to work effectively in a technology enhanced classroom ( Koehler & Mishra, 2009 ; Mishra & Koehler, 2007 ). Learn more in: Design and Implementation Principles for Dynamic Interactive Mathematics Technologies

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An acronym for Technological Pedagogical and Content Knowledge, TPACK is a framework that represents the knowledge nurse educators need to effectively integrate technology in dynamic learning environments. Learn more in: Integrating Technology in Nurse Education: Tools for Professional Development, Teaching, and Clinical Experiences

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This framework builds on Shulman’s (1986, 1987) model of Pedagogical Content Knowledge and focuses on teachers’ understanding of educational practices based around technological knowledge, pedagogical knowledge, content knowledge and the interaction of these. Learn more in: Innovative Practices in Primary and Secondary School Learning Environments

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A model of knowledge that explains how technology pedagogy and content fit together for learning and teaching. Learn more in: A Study on Technological Pedagogical Content Knowledge Experiences of Primary School Teachers Throughout Blended Professional Development Programs

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Standing for Technological Pedagogical Content Knowledge, TPACK is the theory that explains the set of knowledge that teachers must have to effectively teach students about the content while appropriately using technology. Learn more in: Formative Assessment Online via Flipped Interactive Screencasts

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A model explaining the application of technology, pedagogy, and content knowledge through educational technology. Learn more in: Transforming Preservice Teacher TPACK by Transforming Faculty Digital Agency: Case Studies From the Provost's Inaugural Digital Learning Initiative Fellows

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In general, TPACK refers to the type of knowledge teachers need for teaching with technology. In this chapter it is repurposed as a lens for focusing on Technological, Pedagogical, and Content Affordances in games-based learning. Learn more in: Designing Elementary Mathematics Games using Effective Mathematics Teaching Practices

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