Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
- Muallif: PUNYA MISHRA MATTHEW J. KOEHLER1
- Tili: ingliz tilida
- Yozuv: ingliz yozuvida
- Nashriyot: Copyright r by Teachers College, Columbia University
- Yili: 2006
- Koʻrishlar: 42
Research in the area of educational technology has often been critiqued for a lack
of theoretical grounding. In this article we propose a conceptual framework for
educational technology by building on Shulman’s formulation of ‘‘pedagogical content knowledge’’ and extend it to the phenomenon of teachers integrating technology
into their pedagogy. This framework is the result of 5 years of work on a program of
research focused on teacher professional development and faculty development in
higher education. It attempts to capture some of the essential qualities of teacher
knowledge required for technology integration in teaching, while addressing the
complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that
thoughtful pedagogical uses of technology require the development of a complex,
situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three
main components of learning environments: content, pedagogy, and technology. We
argue that this model has much to offer to discussions of technology integration at
multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach
based upon the framework, and illustrate the methodological contributions that have
resulted from this work.