Technological pedagogical content knowledge
Researchers argue that effective technological integration involves an understanding of the relationships between all three forms of knowledge in a teaching context.
[5] In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration.
Shulman defined PCK as the blend between content and pedagogy, highlighting the teacher's comprehension of how topics should be taught according to students' diverse interests and capabilities.
As a result of this work, they arrived at the Technological, Pedagogical, Content Knowledge (TPCK) model in 2008, later renamed to TPACK.
Scholars proposed different frames about TPACK to promote a particular view, including ways and diverse perspectives on understanding and working with technology in the classroom.
As Herring and colleagues described, the historical development of TPACK provided a conceptualization that both graphically and narratively explained what is studied, and presented the key concepts, factors, or variables and the presumed relationships found between them.
The purpose of the subdomains is to unpack the broader domain concept by understanding intersections among the three primary knowledge anchors for the overall framework.
In 2019, Mishra[10] proposed a revised TPACK diagram to emphasize the context in which technology integration occurs by retitling the outer circle as Contextual Knowledge or XK.
TK considers what is required for teachers to integrate technology tools and resources into their course content and instructional practice.
For educators, effective content instruction that engages students in higher-order activities using authentic, real-world examples facilitated through technology is the cornerstone of teaching and learning in the 21st century.
Accordingly, educators must be thoughtful in the instructional techniques to teach the subject matter as it may have a great impact on long-term learning and knowledge acquisition.
Choosing the right technology to enable higher-order thinking within the content, long-term knowledge retention, and facilitate student learning outcomes are paramount within the CK construct.
[39][40][41] Widely-used measures such as the Survey of Preservice Teachers’ Knowledge of Teaching and Technology,[42][43][44] the TPACK-21 questionnaire,[45] and the TPACK leadership diagnostic tool,[15][46] have been tested for reliability and validity and applied in a variety of educational settings.
[38] Finally, scholars have noted that is unclear whether the TPACK framework promotes the type of reform-oriented teaching encouraged in new standards and curricula.
