The TPACK Model For Teachers
By The TPACK model ( Technology, Pedagogy, And Content Knowledge ), or Technology, Pedagogy and Content, in Spanish, has been formulated by Mishra and Koehler (2006). Model developed on the basis of the studies of Lee Shulman (1986), a philosopher and psychologist dedicated to the field of education and teacher training.
Features of the TPACK model
The TPACK model was designed so that teachers can effectively integrate ICT (Information and Communication Technologies) into their educational environment, and is composed of three main knowledge:
- Knowledge about the contents of the subject or discipline (what to teach).
- Pedagogical knowledge (how to teach).
- Technological knowledge (tools, resources, and technological applications).
Thus, e l indicates model knowledge on the subject (CK, Content Knowledge ), pedagogical knowledge (PK, Pegagogy Knowledge ), and technological knowledge (TK, Technology Knowledge ) should not work in isolation, but must do it in an interrelated way so that new knowledge can be generated.
The following graph is a Venn diagram that serves to show how four other forms of knowledge are derived from the interaction of the three main knowledge. And, thus, the seven knowledge that the TPACK is composed of can be identified.
Pedagogical content knowledge (PCK)
It is about knowledge about how to teach a specific subject according to its specific content. That is, it is the knowledge of the didactics of the content, which allows the teacher to transform the subject to be able to teach it. For which, he must interpret it and find the way, the resources and the methodology to work it with his students. In addition, this knowledge implies knowing the particularities of each student and their previous knowledge.
Technological Content Knowledge (TCK)
This is the knowledge about the most appropriate specific technologies to teach content. Therefore, it refers to a knowledge about programs and concrete applications and chords to be able to teach mathematics, biology or social.
Pedagogical Technological Knowledge (TPK)
This knowledge has to do with the use of ICT in the classroom. The conditions that must be met to use them correctly and the positive and negative aspects of their use.
Technological, pedagogical and content knowledge (TPACK)
This is the knowledge that indicates the integration of all knowledge, the main ones and the interaction between them. If the teacher masters this knowledge, it means that he knows the disciplinary content of the subject he is teaching.
It also knows the most appropriate didactic methods to teach and that are in accordance with that specific discipline. As well as the situations and learning needs of their students. Lastly, you know how to effectively integrate technology to better teach content.
The TPACK model for meaningful learning
Today, the presence of technology in all areas of our lives is undeniable. Within the educational field and regarding teacher training, the TPACK model represents a good theoretical-practical framework on the knowledge and skills that teachers must master.
Hand in hand with the knowledge of the needs of each student, the TPACK model highlights the need for the integration of the knowledge that educators possess. That is, both knowledge about the subject, such as pedagogical knowledge and technological knowledge must work in interrelation, thus being able to achieve effective teaching and meaningful learning.
