Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK

Abstract

Technology plays a crucial role in almost every aspect of our lives, including education. During the first two decades of 21st century, there is a paradigm shift in educational practices where technology became instrumental in increasing access and improving the quality of education with new models of educational environments. The aim of this study is to look at the historical development of technology integration in teaching learning from Shulman’s pedagogical content knowledge (PCK) to technological pedagogical content knowledge (TPACK) by Mishra and Koehler, 2006. Technology integrated learning environment has been regarded as the prerequisite for active, authentic, collaborative, and constructive learning (Howland, David Jonassen, and Rose M. Marra, 2013). Teachers’ knowledge of content and pedagogy separately is not sufficient for effective teaching. A fine interplay between pedagogy and content knowledge formulates new type of competencies i.e., pedagogical content knowledge (PCK), that are exclusive to teachers, rather than subject area experts or experts having an unquestionable understanding of students’ psychology (Shulman, Knowledge and Teaching: Foundations of the New Reform, 1987). After twenty years, Mishra and Koehler (2006) extended the model of Shulman to incorporate technology as the third domain and shaped technological pedagogical content knowledge (TPACK). TPACK combines teachers’ knowledge of general pedagogy, subject matter content, and technology (Harris and Hofer, 2009). This study tries to trace Historical Development of Technology Integration in Teaching Learning: From PCK to TPACK.