Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology

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Mishra, P. & Koehler, M.J. (2007). Technological Pedagogical Content Knowledge (TPCK): Confronting the Wicked Problems of Teaching with Technology. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/24919.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2007
San Antonio, Texas, USA
March 26, 2007
ISBN 1-880094-51-4
  Roger Carlsen, Karen McFerrin, Jerry Price, Roberta Weber & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Punya Mishra, Matthew J. Koehler, Michigan State University, USA

Abstract

We introduce Technological Pedagogical Content Knowledge (TPCK) as being essential for effective technology integration in teaching (Mishra & Koehler, 2006). We emphasize teacher knowledge for two reasons. First, because we view the teacher as an autonomous agent with the power to significantly influence the appropriate (or inappropriate) integration of technology. Second, teaching with technology is a "wicked problem" (Rittel & Webber, 1973), i.e. a highly complicated form of problem-seeking and problem-solving that derives from flexible and integrated bases of knowledge. The TPCK framework highlights the complex interaction among three bodies of knowledge: Content, Pedagogy, and Technology. The complexity of developing and applying TPCK suggests that a greater emphasis should be placed on the idea of teachers as "curriculum designers." This presentation sets the stage for multiple paper presentations (a part of the TPCK strand) that explore the parameters of the TPCK framework with and between multiple curriculum areas, as well as varying teaching and learning contexts.

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