%0 Journal Article %1 koehler2009technological %A Koehler, Matthew %A Mishra, Punya %D 2009 %I Society for Information Technology & Teacher Education %J Contemporary issues in technology and teacher education %K lehrer*innenbildung medienkompetenz professionalisierung schulprojekt tpack kompetenzmodell curriculum %N 1 %P 60--70 %T What is technological pedagogical content knowledge (TPACK)? %U http://go.editlib.org/p/29544 %V 9 %X This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulmans construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.

@article{koehler2009technological, abstract = {This paper describes a framework for teacher knowledge for technology integration called technological pedagogical content knowledge (originally TPCK, now known as TPACK, or technology, pedagogy, and content knowledge). This framework builds on Lee Shulmans construct of pedagogical content knowledge (PCK) to include technology knowledge. The development of TPACK by teachers is critical to effective teaching with technology. The paper begins with a brief introduction to the complex, ill-structured nature of teaching. The nature of technologies (both analog and digital) is considered, as well as how the inclusion of technology in pedagogy further complicates teaching. The TPACK framework for teacher knowledge is described in detail, as a complex interaction among three bodies of knowledge: Content, pedagogy, and technology. The interaction of these bodies of knowledge, both theoretically and in practice, produces the types of flexible knowledge needed to successfully integrate technology use into teaching.}, added-at = {2020-02-20T10:48:10.000+0100}, author = {Koehler, Matthew and Mishra, Punya}, biburl = {https://www.bibsonomy.org/bibtex/2973444bb637f4ae8279e79879ff663df/matthiasa}, interhash = {121291752261f89920cf790533687b23}, intrahash = {973444bb637f4ae8279e79879ff663df}, journal = {Contemporary issues in technology and teacher education}, keywords = {lehrer*innenbildung medienkompetenz professionalisierung schulprojekt tpack kompetenzmodell curriculum}, number = 1, pages = {60--70}, publisher = {Society for Information Technology \& Teacher Education}, timestamp = {2020-02-24T09:55:42.000+0100}, title = {What is technological pedagogical content knowledge (TPACK)?}, url = {http://go.editlib.org/p/29544}, volume = 9, year = 2009 }