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Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework

Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework

Margaret L. Niess
Copyright: © 2018 |Pages: 15
ISBN13: 9781522556312|ISBN10: 1522556311|EISBN13: 9781522556329
DOI: 10.4018/978-1-5225-5631-2.ch007
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MLA

Niess, Margaret L. "Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework." Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, IGI Global, 2018, pp. 145-159. https://doi.org/10.4018/978-1-5225-5631-2.ch007

APA

Niess, M. L. (2018). Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework. In I. Management Association (Ed.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (pp. 145-159). IGI Global. https://doi.org/10.4018/978-1-5225-5631-2.ch007

Chicago

Niess, Margaret L. "Introduction to Teachers' Knowledge-of-Practice for Teaching With Digital Technologies: A Technological Pedagogical Content Knowledge (TPACK) Framework." In Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications, edited by Information Resources Management Association, 145-159. Hershey, PA: IGI Global, 2018. https://doi.org/10.4018/978-1-5225-5631-2.ch007

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Abstract

Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge and technological knowledge for guiding teachers in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice (Cochran-Smith & Lytle, 1999) construct suggests calling TPACK as TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education.

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