Several years ago, I posted on TPCK. This post further develops my understanding of it.
In 2006, scholars Punya Mishra and Matthew J. Koehler from Michigan State University detailed the TPACK framework. According to this model, three types of knowledge affect educator’s use of technology. These three define seven independent and combined domains of knowledge. These are largely independent, but when combined, provide a framework for a comprehensive understanding of technology in schools.
Some maintain TPACK is a theoretical framework. I am among those who maintain TPACK is a useful framework for planning and decision-making as well as improving IT operations, but it lacks the causal explanations that lead to theoretical understanding. Regardless, it does help school and technology leaders understand IT in schools.
To keep the seven types of knowledge clear, it is helpful to look at the Venn diagram often used to illustrate TPACK. The three independent type of knowledge are technological (the ability to operate hardware, software, and use digital data), pedagogical knowledge (the ability to create effective instruction), and content knowledge (understanding of the subject being taught).
These combine to make three additional types of knowledge. Technological content (TC) knowledge comprises understanding of the tools used for teaching specific content, for example digital data collection tools in science. Pedagogical content (PC) knowledge comprises understanding of how to teach specific content. Technological pedagogical (TP) knowledge comprises knowledge of the methods used to teach with technology. The last type of knowledge combines all three so TPC comprises the ability to teach a specific content using technology.
Learning scientists study (among many other things) transfer which is the ability to apply knowledge developed in one area to another area. They contrast far transfer with near transfer. The more similar two situations are the closer the transfer. It is reasonably well established that far transfer is weak: teaching chess will not help players strategize in other settings.
Weak far transfer is a well-known phenomenon outside of school as well. I illustrate this with the example of a former colleague who was skilled analyzing data in industrial settings, but who was an active climate change denier. While they could draw reasonable conclusions on data regarding performance of manufacturing methods, they could not apply the same skills to climate data.
For IT professionals who work in schools, TPCK is a useful tool for differentiating their role in decision-making and planning from educators’ role.
As an IT professional, you are largely responsible for the technological knowledge one needs. What one does and how one operates IT when on campus (both the physical campus and the virtual campus) depends on how your systems have been configured. Further, IT folks have a responsibility to train users in the operation of those systems.
IT professionals collaborate with educators on decisions related to technological content knowledge. While we have significant knowledge of technology tools, we often have less knowledge of the tools used in content areas. Of course, we are sometimes more skilled; consider for example mathematics instruction. When IT professionals with deep knowledge of spreadsheets collaborate with educators, they can create tools that can be used to illustrate complex concepts. The best TC environments result from collaboration.
Similarly, the best technological pedagogical knowledge arises from collaboration between IT professionals and educators. While some technology-based instruction can be easy to configure, others can be more difficult. These decisions about what to configure can facilitate instruction or inhibit instruction, so collaboration is key.
Near and far transfer affects educators and IT professionals. Technology knowledge is relatively far from technological pedagogical content knowledge. Just because one has deep technological knowledge, does not mean they can apply that to TPCK.
A theme of this blog is the need for collaboration between IT professions and educators when designing IT in schools. I suggested earlier that TPCK may not be a theoretical framework as it lacks causal explanations. Perhaps I have been wrong, TPCK allows us to predict increased collaboration results in better decisions.
Reference
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054.