Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology PROCEEDINGS
Punya Mishra, Matthew J. Koehler, 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
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.
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 November 25, 2017 from https://www.learntechlib.org/p/24919/.
© 2007 AACE