Skip to main content
SpringerLink
Log in

The Technological Pedagogical Content Knowledge Framework

  • Chapter
  • First Online:
Handbook of Research on Educational Communications and Technology

Abstract

In this chapter, we introduce a framework, called technological pedagogical content knowledge (or TPACK for short), that describes the kinds of knowledge needed by a teacher for effective technology integration. The TPACK framework emphasizes how the connections among teachers’ understanding of content, pedagogy, and technology interact with one another to produce effective teaching. Even as a relatively new framework, the TPACK framework has significantly influenced theory, research, and practice in teacher education and teacher professional development. In this chapter, we describe the theoretical underpinnings of the framework, and explain the relationship between TPACK and related constructs in the educational technology literature. We outline the various approaches teacher educators have used to develop TPACK in pre- and in-service teachers, and the theoretical and practical issues that these professional development efforts have illuminated. We then review the widely varying approaches to measuring TPACK, with an emphasis on the interaction between form and function of the assessment, and resulting reliability and validity outcomes for the various approaches. We conclude with a summary of the key theoretical, pedagogical, and methodological issues related to TPACK, and suggest future directions for researchers, practitioners, and teacher educators.

Matthew J. Koehler and Punya Mishra have contributed equally to this chapter. We rotate authorship in our writing.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 229.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • *Angeli, C., & Valanides, N. (2005). Pre-service elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning, 21(4), 292–302.

    Google Scholar 

  • Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers and Education, 52, 154–168.

    Article  Google Scholar 

  • *Archambault, L., & Crippen, K. (2009). Examining TPACK among k-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1), 71–88.

    Google Scholar 

  • Becker, H. J. (2000). Findings from the teaching, learning and computing survey: Is Larry Cuban right? Education Policy Analysis Archives, 8(51), 2–32.

    Google Scholar 

  • Bruce, B. C. (1997). Literary technologies: What stance should we take? Journal of Literacy Research, 29(2), 289–309.

    Article  Google Scholar 

  • Brush, T., & Saye, J. W. (2009). Strategies for preparing pre-service social studies teachers to integrate technology effectively: Models and practices. Contemporary Issues in Technology and Teacher Education, 9(1), 46–59.

    Google Scholar 

  • Bull, G., Hammond, T., & Ferster, B. (2008). Developing web 2.0 tools for support of historical inquiry in social studies. Computers in the Schools, 25(3–4), 275–287.

    Article  Google Scholar 

  • Cochran, K. F., Deruiter, J. A., & King, R. A. (1993). Pedagogical content knowing: An integrative model for teacher preparation. Journal of Teacher Education, 44(1), 263–272.

    Article  Google Scholar 

  • Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge.

    Article  Google Scholar 

  • Curaoglu, O., Bu, L., Dickey, L., Kim, H., & Cakir, R. (2010, March 29–April 2). A case study of investigating pre-service mathematics teachers’ initial use of the next-generation TI-Nspire graphing calculators with regard to TPACK. Paper presented at Society for Information Technology and Teacher Education. San Diego, CA.

    Google Scholar 

  • Dawson, K. (1998). Factors influencing elementary teachers’ instructional use of computers. Unpublished doctoral dissertation, University of Virginia, Charlottesville.

    Google Scholar 

  • Dewey, J., & Bentley, A. F. (1949). Knowing and the known. Boston, MA: Beacon.

    Google Scholar 

  • Doering, A., & Veletsianos, G. (2007). An investigation of the use of real-time, authentic geospatial data in the k-12 classroom. Journal of Geography, 106(6), 217–225.

    Article  Google Scholar 

  • Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research, 41(3), 319–346. doi:10.2190/EC.41.3.d.

    Article  Google Scholar 

  • Franklin, C. (2004). Teacher preparation as a critical factor in elementary teachers: Use of computers. In R. Carlsen, N. Davis, J. Price., R. Weber, & Dl Willis (Eds.), Society for Information Technology and Teacher Education Annual, 2004 (pp. 4994–4999). Norfolk, VA: Association for the Advancement of Computing in Education.

    Article  Google Scholar 

  • *Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers and Education, 57(2011), 1953–1969.

    Google Scholar 

  • Graham, C. R., Borup, J., & Smith, N. B. (2012). Using TPACK as a framework to understand teacher candidates’ technology integration decisions. Journal of Computer Assisted Learning, 28(6), 530–546. doi:10.1111/j.1365-2729.2011.00472.x

  • Graham, C. R., Tripp, T., & Wentworth, N. (2009). Assessing and improving technology integration skills for pre-service teachers using the teacher work sample. Journal of Educational Computing Research, 41(1), 39–62.

    Article  Google Scholar 

  • Guzey, S. S., & Roehrig, G. H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Science Teacher Education, 9(1). Retrieved from http://www.citejournal.org/vol9/iss1/science/article1.cfm.

  • Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2010 (pp. 3833–3840). Chesapeake, VA: AACE.

    Google Scholar 

  • Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education 2009 (pp. 99–108). Chesapeake, VA: AACE.

    Google Scholar 

  • *Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229.

    Google Scholar 

  • *Harris, J., Mishra, P., & Koehler, M. J. (2009). Teachers technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393–416.

    Google Scholar 

  • Hofer, M., & Swan, K. O. (2006). Technological pedagogical content knowledge in action: A case study of a middle school digital documentary project. Journal of Research on Technology in Education, 41(2), 179–200.

    Google Scholar 

  • Holmes, K. (2009). Planning to teach with digital tools: Introducing the interactive whiteboard to pre-service secondary mathematics teachers. Australasian Journal of Educational Technology, 25(3), 351–365.

    Google Scholar 

  • *Irving, K. (2006). The impact of technology on the 21st century classroom. In J. Rhonton & P. Shane (Eds.), Teaching science in the 21st century (pp. 3–19). Arlington, VA: NSTA.

    Google Scholar 

  • Kelly, M. (2010). Technological pedagogical content knowledge (TPACK): A content analysis of 2006–2009 print journal articles. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2010 (pp. 3880–3888). Chesapeake, VA: AACE.

    Google Scholar 

  • Kereluik, K., Casperson, G., & Akcaoglu, M. (2010). Coding pre-service teacher lesson plans for TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2010 (pp. 3889–3891). Chesapeake, VA: AACE.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94–102.

    Google Scholar 

  • Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131–152.

    Article  Google Scholar 

  • Koehler, M. J., & Mishra, P. (2008). Introducing TPACK. In AACTE Committee on Innovation & Technology (Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 3–29). New York, NY: Routledge.

    Google Scholar 

  • Koehler, M. J., Mishra, P., Bouch, E., DeSchryver, M., Kereluik, K., Shin, T. S., et al. (2011). Deep-play: Developing TPACK for 21st century teachers. International Journal of Learning Technology, 6(2), 146–163.

    Article  Google Scholar 

  • Koehler, M. J., Mishra, P., Wolf, L. G., Zellner, A., & Kereluik, K. (2012). Thematic considerations in integrating TPACK in a graduate program. In D. Polly, C. Mims & K. Persichitte (Eds.), Creating technology-rich teacher education programs: Key issues (pp. 1–12). Hershey, PA: IGI Global.

    Google Scholar 

  • Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers and Education, 49(3), 740–762.

    Article  Google Scholar 

  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hersey, PA: IGI Global.

    Google Scholar 

  • Lambert, J., & Sanchez, T. (2007). Integration of cultural diversity and technology: Learning by design. Meridian Middle School Computer Technologies Journal, 10(1).

    Google Scholar 

  • Lee, E., & Luft, J. (2008). Experienced secondary science teachersĘĽ representation of pedagogical content knowledge. International Journal of Science Education, 30(10), 1343–1363.

    Article  Google Scholar 

  • Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1–21.

    Article  Google Scholar 

  • *Margerum-Lays, J., & Marx, R. W. (2003). Teacher knowledge of educational technology: A case study of student/mentor teacher pairs. In Y. Zhao (Ed.), What should teachers know about technology? Perspectives and practices (pp. 123–159). Greenwich, CO: Information Age.

    Google Scholar 

  • McCormick, R., & Scrimshaw, P. (2001). Information and communications technology, knowledge and pedagogy. Education, Communication and Information, 1(1), 39–57.

    Article  Google Scholar 

  • McCrory, R. (2008). Science, technology, and teaching: The topic-specific challenges of TPCK in science. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for Educators (pp. 193–206). Routledge

    Google Scholar 

  • McCrory, R., Putnam, R., & Jansen, A. (2008). Interaction in online courses for teacher education: Subject matter and pedagogy. Journal of Technology and Teacher Education, 16(2), 155–180.

    Google Scholar 

  • Mishra, P., & Kereluik, K. (2011). What 21st century learning? A review and a synthesis. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2011 (pp. 3301–3312). Chesapeake, VA: AACE.

    Google Scholar 

  • *Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.

    Google Scholar 

  • Mishra, P., Koehler, M. J., & Henriksen, D. (2011). The seven trans-disciplinary habits of mind: Extending the TPACK framework towards 21st century learning. Educational Technology, 11(2), 22–28.

    Google Scholar 

  • Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The song remains the same: Looking back to the future of educational technology. TechTrends, 53(5), 48–53.

    Article  Google Scholar 

  • Mouza, C., & Wong, W. (2009). Studying classroom practice: Case development for professional learning in technology integration. Journal of Technology and Teacher Education, 17(2), 175–202.

    Google Scholar 

  • Niess, M. L. (2008). Guiding pre-service teachers in developing TPCK. In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 223–250). Routledge

    Google Scholar 

  • Niess, M. L., van Zee, E. H., & Gillow-Wiles, H. (2010). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42–53.

    Google Scholar 

  • Norman, D. (2010). Why design education must change. http://www.core77.com/blog/columns/whydesigneducationmustchange17993.asp.

  • Ozgun-Koca, S. A. (2009). The views of preservice teachers about the strengths and limitations of the use of graphing calculators in ­mathematics instruction. Journal of Technology and Teacher Education, 17, 203–227.

    Google Scholar 

  • Rhonton, J., & Shane, P. (Eds.). (2006). Teaching science in the 21st century. Arlington, VA: NSTA Press.

    Google Scholar 

  • Rosenblatt, L. M. (1978). The reader, the text, the poem: The transactional theory of literary work. Carbondale, IL: Southern Illinois University Press.

    Google Scholar 

  • *Sahin, I. (2011). Development of survey of technological pedagogical content knowledge (TPACK). The Turkish Online Journal of Educational Technology, 10(1), 97–105.

    Google Scholar 

  • *Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): The development and validation of an assessment instrument for pre-service teachers. Journal of Research on Technology in Education, 42(2), 123–149.

    Google Scholar 

  • *Shulman, L. E. (1986). Those who understand: Knowledge growth in teaching. Educational Research, 15(2), 4–14.

    Google Scholar 

  • Slough, S., & Connell, M. (2006). Defining technology and its natural corollary, technological content knowledge (TCK). In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 1053–1059). Chesapeake, VA: AACE.

    Google Scholar 

  • So, H.-J., & Kim, B. (2009). Learning about problem based learning: Student teachers integrating technology, pedagogy and content knowledge. Australasian Journal of Educational Technology, 25(1), 101–116.

    Google Scholar 

  • Suharwoto, G. (2006). Developing and implementing a technology pedagogical content knowledge (TPCK) for teaching mathematics with technology. In C. Crawford, D. Willis, R. Carlsen, I. Gibson, K. McFerrin, J. Price, & R. Weber (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2006 (pp. 3824–3828). Chesapeake, VA: AACE.

    Google Scholar 

  • Swan, K., & Locascio, D. (2008). Evaluating alignment of technology and primary source use within a history classroom. In G. L. Bull & L. Bell (Eds.), Contemporary issues in technology and teacher education, 8(2), 175–186

    Google Scholar 

  • Toth, E. E. (2009). “Virtual inquiry” in the science classroom: What is the role of technological pedagogical content knowledge? International Journal of Information and Communication Technology Education, 5(4), 78–87.

    Article  Google Scholar 

  • Trautmann, N. M., & MaKinster, J. G. (2010). Flexibly adaptive professional development in support of teaching science with geospatial technology. Journal of Science Teacher Education, 21(3), 351–370.

    Article  Google Scholar 

  • U.S. Department of Education (2010). Transforming American education: Learning powered by technology; National educational technology plan 2010. Washington DC: Office of Educational Technology, U.S. Department of Education.

    Google Scholar 

  • Valanides, N., & Angeli, C. (2008). Professional development for computer-enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3–12.

    Article  Google Scholar 

  • van Driel, J. H., Verloop, N., & de Vos, W. (1998). Developing science teachers pedagogical content knowledge. Journal of Research in Science Teaching, 35(6), 673–695.

    Article  Google Scholar 

Download references

Acknowledgements

We would like to acknowledge and thank Laura Terry for help in preparing this chapter.

Author information

Authors and Affiliations

  1. Michigan State University, 509 Erickson Hall, East Lansing, MI, 48824, USA

    Matthew J. Koehler & Punya Mishra

  2. Michigan State University, 401 Erickson Hall, East Lansing, MI, 48824, USA

    Kristen Kereluik

  3. Hanyang University, Rm 509 College of Education, 222 Wangsimni-ro, Seongdong-gu, Seoul, 133-791, Republic of Korea

    Tae Seob Shin

  4. Brigham Young University, 301 MCKB BYU, Provo, UT, 84602, USA

    Charles R. Graham

Authors
  1. Matthew J. Koehler
    View author publications

    You can also search for this author in PubMed Google Scholar

  2. Punya Mishra
    View author publications

    You can also search for this author in PubMed Google Scholar

  3. Kristen Kereluik
    View author publications

    You can also search for this author in PubMed Google Scholar

  4. Tae Seob Shin
    View author publications

    You can also search for this author in PubMed Google Scholar

  5. Charles R. Graham
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Matthew J. Koehler .

Editor information

Editors and Affiliations

  1. , Department of Learning Technologies, C, University of North Texas, North Elm 3940, Denton, 76207-7102, Texas, USA

    J. Michael Spector

  2. W. Sunset Blvd. 1812, St. George, 84770, Utah, USA

    M. David Merrill

  3. , Centr. Instructiepsychol.&-technologie, K.U. Leuven, Andreas Vesaliusstraat 2, Leuven, 3000, Belgium

    Jan Elen

  4. Research Drive, Iacocca A109 111, Bethlehem, 18015, Pennsylvania, USA

    M. J. Bishop

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Koehler, M.J., Mishra, P., Kereluik, K., Shin, T.S., Graham, C.R. (2014). The Technological Pedagogical Content Knowledge Framework. In: Spector, J., Merrill, M., Elen, J., Bishop, M. (eds) Handbook of Research on Educational Communications and Technology. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-3185-5_9

Download citation

Publish with us

Policies and ethics

Search

Navigation