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- Vol 7 PE: App D
- Vol 7 RE: Chapters 9, 10, App D
technological pedagogical content knowledgecontent knowledgepedagogical knowledgetechnological knowledgetechnology integrationlearning by designteacher knowledgecontextual fitJournal article Evidence summaryAt a glance
Mishra and Koehler extend Shulman’s pedagogical content knowledge into a framework for teaching with technology. TPACK comprises content knowledge, pedagogical knowledge, and technological knowledge, plus the three pairwise intersections and the integrated knowledge created when all three interact.
Key ideas
Effective technology integration is therefore not generic technical proficiency or the addition of a device to an unchanged lesson. It requires understanding how a particular technology represents specific subject matter, enables or constrains pedagogical moves, and changes what learners and teachers can do in a given context. The authors develop the framework through five years of design-based faculty-development research in which participants created educational technology and online courses. They argue that learning by design can build flexible knowledge because teachers must negotiate authentic trade-offs rather than follow decontextualised tool training.
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For professional learning, the framework encourages examining the fit among curriculum goals, learner needs, teaching methods, representations, tools, and context, while recognising that technological change continually destabilises that fit.
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Edition abbreviations
- TE
- Teacher Edition
- PE
- Practice Edition
- RE
- Research Edition
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