What is TPACK?
Tpack means Technological Pedagogical Content Knowledge. This is atechnology integrated framework identifies three types of knowledge educators need to combine for more succesful education.
How Does TPACK Came Out?
The theory of Tpack first came after five years of studying teachers at all different grade levels with design experiments to see how their classrooms operated, Punya Mishra and Matthew J. Koehler wrote the first model of Tpack in " Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge". Mishra and Koehler noticed that the biggest change in education was happening with the use of technology. They created a framework, TPACK, which adds technology to pedagogical content knowledge and emphasizes the connections, interactions, and constraints that teachers work with in all three of these knowledge areas.
How Does TPACK Impacts Teaching and Learning?
Currently, technology is one of the most important and inseperable part of our lives. Therefore it is important for education field as well. In the light of the new technological developments education is getting easier. It is possible to get educated watching online videos but a teacher can adjust a lesson to make sure it meets the needs of the specific group of students, but the instructional video cannot. For this reason, Mishra and Koehler say that keeping technology separate places an emphasis on “what” not “how.” From the teacher’s perspective the lesson becomes about what technology are we going to use today, what does it say, what skills does it require, instead of how can I teach my students.
How Can TPACK be Used in Classroom?
As teachers we need to integrate technology into the content and pedagogy of our classrooms. The integration will help our students learn more effectively. Mishra and Koehler suggest that TPACK should guide curriculum development and teacher education. The first thing we should do is to change the way we plan our daily lessons. In the article "Grounded Technology Integration: Instructional Planning Using Curriculum-Based Activity Type Taxonomies" Judith B. Harris and Mark J. Hofer describe a planning process where we first choose the learning outcomes that we will be working on that day or during that class session. The learning outcomes are the content. The second step they propose is choosing an activity type. The activity type is the pedagogy or how are the students going to learn the content. Finally, we can choose technologies that will support the activity type and aid the students in learning.
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