You are here:

Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology
PROCEEDINGS

, , Michigan State University, United States

Society for Information Technology & Teacher Education International Conference, in San Antonio, Texas, USA ISBN 978-1-880094-61-7 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA

Abstract

We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an autonomous agent with the power to significantly influence the appropriate (or inappropriate) integration of technology. Second, teaching with technology is a “wicked problem” (Rittel & Webber, 1973), i.e. a highly complicated form of problem-seeking and problem-solving that derives from flexible and integrated bases of knowledge. The TPCK framework highlights the complex interaction among three bodies of knowledge: Content, Pedagogy, and Technology. The complexity of developing and applying TPCK suggests that a greater emphasis should be placed on the idea of teachers as “curriculum designers.” This presentation sets the stage for multiple paper presentations (a part of the TPCK strand) that explore the parameters of the TPCK framework with and between multiple curriculum areas, as well as varying teaching and learning contexts.

Citation

Mishra, P. & Koehler, M.J. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology. In R. Carlsen, K. McFerrin, J. Price, R. Weber & D. Willis (Eds.), Proceedings of SITE 2007--Society for Information Technology & Teacher Education International Conference (pp. 2214-2226). San Antonio, Texas, USA: Association for the Advancement of Computing in Education (AACE). Retrieved December 16, 2018 from .

Keywords

View References & Citations Map

Cited By

  1. Using a Design Pattern Framework to Structure Online Course Content: Two Design Cases

    Priscilla Norton & Dawn Hathaway, George Mason University, United States

    International Journal on E-Learning Vol. 16, No. 2 (April 2017) pp. 175–193

  2. The Big Reveal: Teacher Educator Technology Competencies

    David Slykhuis, James Madison University, United States; Teresa S. Foulger, Arizona State University, United States; Kevin J. Graziano, Nevada State College, United States; Denise A. Schmidt-Crawford, Iowa State University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2457–2461

  3. A Model for Teacher Epistemic Beliefs in the Integration of Educational Technology

    Rodney Greer, Auburn University, United States

    Society for Information Technology & Teacher Education International Conference 2017 (Mar 05, 2017) pp. 2347–2350

  4. Graphic Assessment of TPACK Instrument (GATI) As a Professional Development Tool

    Teresa S. Foulger, Arizona State University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 3157–3168

  5. A Preservice Secondary Education Technology Course: Design Decisions And Students’ Learning Experiences

    Dawn Hathaway & Priscilla Norton, George Mason University, United States

    Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 925–933

  6. Using a Design Pattern Framework to Structure Online Course Content: Two Design Cases

    Priscilla Norton & Dawn Hathaway, George Mason University, United States

    E-Learn: World Conference on E-Learning in Corporate, Government, Healthcare, and Higher Education 2014 (Oct 27, 2014) pp. 1440–1449

  7. Using Technology Pedagogical Content Knowledge Development to Enhance Learning Outcomes

    Agyei Douglas, University of Cape Coast, Ghana; Jared Keengwe, University of North Dakota, United States

    Society for Information Technology & Teacher Education International Conference 2014 (Mar 17, 2014) pp. 2473–2481

  8. Educational scenarios with ICT: an operational design and implementation framework

    Vassilis Komis & Aggeliki Tzavara, University of Patras, Greece; Thierry Karsenti, University of Montreal, Canada; Simon Collin, Uninersity of Quebec in Montreal, Canada; Stéphanie Simard, University of Montreal, Canada

    Society for Information Technology & Teacher Education International Conference 2013 (Mar 25, 2013) pp. 3244–3251

  9. The Teachers’ Mathematics and Technology Holistic Framework (T-MATH Framework): A Comprehensive Model for Examining Pre-Service Teachers’ Knowledge of Technology Tools for Mathematical Learning

    Christopher Johnston, American Institutes for Research, United States; Patricia Moyer-Packenham, Utah State University, United States

    Society for Information Technology & Teacher Education International Conference 2012 (Mar 05, 2012) pp. 4377–4381

  10. Designing with and for Technological Pedagogical Content Knowledge: The Evolution of GeoThentic

    Aaron Doering, University of Minnesota, United States; Charles Miller & Cassie Scharber, University of MN, United States

    Society for Information Technology & Teacher Education International Conference 2011 (Mar 07, 2011) pp. 3816–3822

  11. Assessing the Teacher as Software Developer/Teacher as Website Developer program exiting student teaching

    David Whittier, Boston University School of Education, United States

    Society for Information Technology & Teacher Education International Conference 2010 (Mar 29, 2010) pp. 3391–3395

  12. GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge

    Aaron Doering, Cassandra Scharber & Charles Miller, University of Minnesota, United States; George Veletsianos, University of Manchester, United Kingdom

    Contemporary Issues in Technology and Teacher Education Vol. 9, No. 3 (September 2009) pp. 316–336

  13. GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge

    Aaron Doering, Cassandra Scharber & Charles Miller, University of Minnesota, United States; George Veletsianos, University of Manchester, United Kingdom

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 4056–4061

  14. Measuring history: The teacher as Website developer

    David Whittier, School of Education Boston University, United States

    Society for Information Technology & Teacher Education International Conference 2009 (Mar 02, 2009) pp. 2183–2188

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact info@learntechlib.org.