The TPACK framework consists of the three knowledge bases that Koehler and Mishra (2009) suggest are vital in achieving good, technology-integrated teaching practices; technological knowledge, pedagogical knowledge and content knowledge.
The TPACK framework and its knowledge components (Koehler and Mishra, 2009).
Koehler and Mishra (ibid.) recognised that technology has the potential to present challenges to teachers, and that an approach was required to enable the utilisation of such developments effectively. This approach requires the intersection of the following elements; content knowledge (the teacher’s understanding of the subject matter), pedagogical knowledge (the processes and practices used in teaching), and technological knowledge (the understanding of ever-changing available technologies). TPACK requires the teacher not only to understand what technologies are best suited to the content that is being delivered, but also “requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding.” (Koehler and Mishra, 2009 p66). Contextual influences including teacher training, experiences, students, resources, objectives and attitude should also be considered around this model (Breen, 2018).
Koehler and Mishra (ibid.) recognised that technology has the potential to present challenges to teachers, and that an approach was required to enable the utilisation of such developments effectively. This approach requires the intersection of the following elements; content knowledge (the teacher’s understanding of the subject matter), pedagogical knowledge (the processes and practices used in teaching), and technological knowledge (the understanding of ever-changing available technologies). TPACK requires the teacher not only to understand what technologies are best suited to the content that is being delivered, but also “requires a forward-looking, creative, and open-minded seeking of technology use, not for its own sake but for the sake of advancing student learning and understanding.” (Koehler and Mishra, 2009 p66). Contextual influences including teacher training, experiences, students, resources, objectives and attitude should also be considered around this model (Breen, 2018).