Technological Pedagogical Content Knowledge Components Research Articles

Exploring relationships among TPACK components and development of the TPACK instrument

Educators' interest in technological pedagogical content knowledge (TPACK) has been increasing. In parallel with implementations of TPACK-based activities taking place in different settings, efforts for assessing effectiveness of those activities and understanding the overall TPACK framework have also been under investigation. In this study, the main purpose has been placed on understanding the TPACK framework and its dynamics that contribute to effective TPACK development. More specifically, through preservice teachers' experiences we have explored the nature of relationships among the TPACK components. To do this, a TPACK instrument was developed and the data were analyzed by using multi-stage approaches. Results briefly indicated that all correlations among the components were significant. In the structural equation modeling analyses, TPK and TCK's impact were statistically powerful contributors to explaining TPACK variance. In addition, and most important, our results suggest that second-level knowledge basis (TPK, TCK, PCK) had a stronger impact than core knowledge basis on predicting TPACK development. TCK in the structural model stands out as the mediator knowledge base. Finally, indirect relationships among some of the TPACK components were found to be of considerable importance.

Central Component Descriptors for Levels of Technological Pedagogical Content Knowledge

Technological pedagogical content knowledge (TPACK) proposes a theoretical framework that incorporates four central components: an overarching conception of what it means to teach with technology, knowledge of students' thinking and understandings of specific topics with technologies, knowledge of curricular materials that incorporate technologies, and knowledge of instructional strategies and representations for teaching subject matter with technologies. This interpretive case study, conducted over a 3-year period, identified descriptors aligned with the four central components of TPACK to highlight differences in teachers' knowledge levels when integrating spreadsheets as learning tools in mathematics.

Understanding preservice teachers' technology use through TPACK framework

AbstractThis study discusses preservice teachers' achievement barriers to technology integration, using principles of technological pedagogical content knowledge (TPACK) as an evaluative framework. Technology‐capable participants each freely chose a content area to comprise project. Data analysis based on interactions among core components of TPACK revealed that participants struggled with developing new knowledge. Lack of pedagogical experience limited development of appropriate technology integration approaches. Creating new knowledge bases based on different teaching components can be difficult for preservice teachers because it requires a deep understanding of core knowledge and interpretation of the teaching context and its dynamics. Developing pedagogical content knowledge (PCK) is an important factor in overall technology integration; teachers must make it a priority to acquire PCK before integrating technology. In preservice teacher education, PCK development must be supported with actual teaching experience.We believe that the results of the study may provide valuable insight with respect to proper focus on technology integration and recognizing limitations and challenges within TPACK principles to both those who teach technology integration and those who design TPACK‐based activities.