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Cited by 12,604Mathematics Education and Teaching TechniquesEducation and Technology IntegrationTeacher Education and Leadership Studies

The DOI matches its Crossref record; 117 of the 117 references it cites were found in a registry or an index.

Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge

Mishra, Punya, Koehler, Matthew J.·2006·Teachers College Record: The Voice of Scholarship in Education
DOI 10.1111/j.1467-9620.2006.00684.x
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Abstract

Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulrnan's formulation of “pedagogical content knowledge” and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we call Technological Pedagogical Content Knowledge (TPCK). In doing so, we posit the complex roles of, and interplay among, three main components of learning environments: content, pedagogy, and technology. We argue that this model has much to offer to discussions of technology integration at multiple levels: theoretical, pedagogical, and methodological. In this article, we describe the theory behind our framework, provide examples of our teaching approach based upon the framework, and illustrate the methodological contributions that have resulted from this work.

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Research works printed but not linked: 19

  1. American Association for the Advancement of Science. (2001). Project 2061: Proceedings of the second AAAS technology education research conference. Washington DC: Author.
  2. Anderson R. D., and Mitchner C. P. (1994). Research on science teacher education. In and and Gabel D.L. (Ed.), Handbook of science teaching and learning (pp. 32—37). New York: Macmillan.
  3. Barab S. A., and Duffy T. M. (2000). From practice fields to communities of practice. In Jonassen D., and Land S. (Eds.), Theoretical foundation of learning environments (pp. 25—56). Mahwah, NJ: Erlbaum.
  4. 10.1177/016146810110300601 · DOI · Paper page
  5. Grossman P. (1990). The making of a teacher. New York: Teachers College Press.
  6. Harel I., and Papert S. (1991). Constructionism. Norwood, NJ: Ablex.
  7. Koehler M. J., and Mishra P. (2002). Art from randomness. How Inverso uses chance to create haiku [Electronic version]. Interactive Multimedia Electronic Journal of Computer-Enhanced Learning, 4(1). Retrieved June 29, 2004, from http://imej.wfu.edu/articles/2002/1/03/index.asp
  8. Lankshear C. (1997). Changing literacies. Philadelphia: Open University Press.
  9. Medawar P. B. (1963). Is the scientific paper a fraud? In and and Medawar P.B. (Ed.), The Threat and the glory (pp. 228—233). New York: HarperCollins.
  10. Mishra P. (1998). Learning complex concepts in chemistry with multiple representations: Theory based design and evaluation of a hypertext for the periodic system of elements. Unpublished doctoral dissertation University of Illinois at Urbana-Champaign.
  11. 10.1108/978-1-60752-582-020251002 · DOI
  12. Papert S. (1991). Situating constructionism. In Papert S., and Harel I. (Eds.), Constructionism (pp. 1—11). Norwood, NJ: Ablex.
  13. Selfe C. (1990). Technology in the English classroom: Computers through the lens of feminist pedagogy. In and and Handa C. (Ed.), Computers and community: Teaching composition in the twenty-first century (pp. 118—139). Portsmouth, NH: Boynton/Cook.
  14. Simon H. A. (1969). The sciences of the artificial. Cambridge, MA: The MIT Press.
  15. Veal W. R., and MaKinster J. G. (1999). Pedagogical content knowledge taxonomies [Electronic version]. Electronic Journal of Science Education, 3(4). Retrieved June 28, 2004 from http://unr.edu/homepage/crowther/ejse/ejsev3n4.html.
  16. Vyas S., and Mishra P. (2002). The re-design of an after-school reading club. In Garner R., Gillingham M., and Zhao Y. (Eds.), Hanging out: After-school community based programs for children (pp. 75—93). Westport, CT: Greenwood.
  17. Wong D., Mishra P., Koehler M. J., and Siebenthal S. (in press). Teacher as filmmaker: iVideos, technology education, and professional development. In Girod M., and Steed J. (Eds.), Technology in the college classroom. Stillwater, OK: New Forums Press.
  18. Zhao Y. (Ed.). (2003). What teachers should know about technology: Perspectives and practices. Greenwich, CT: Information Age.
  19. Zhao Y., and Conway P. (2001). What's in and what's out? An analysis of state technology plans. Teachers College Record. Retrieved June 29, 2004, from http://www.tcrecord.org/Content.asp?ContentID=10717

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Metadata

Authors
Mishra, P., & Koehler, M. J.
Affiliations
Michigan State University (US)
ORCID
Venue
Teachers College Record: The Voice of Scholarship in Education
Publisher
SAGE Publications
Published
2006-06
Volume
108
Issue
6
Pages
1017-1054
ISSN
  • 0040-0475 (ISSN-L)
  • 0161-4681
  • 1467-9620
DOI
10.1111/j.1467-9620.2006.00684.x
OpenAlex
W2123184471
Cited by
12,604
References
117
Citations by year
2026: 1812 · 2025: 1418 · 2024: 1168 · 2023: 1182 · 2022: 975 · 2021: 874 · 2020: 715 · 2019: 644 · 2018: 605 · 2017: 509 · 2016: 515 · 2015: 571 · 2014: 395 · 2013: 394 · 2012: 262
FWCI
299.71
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Teachers College Record The Voice of Scholarship in Education (publishedVersion)
Topics
  • Social Sciences › Education › Mathematics Education and Teaching Techniques
  • Social Sciences › Education › Education and Technology Integration
  • Social Sciences › Education › Teacher Education and Leadership Studies
Keywords
technological pedagogical content knowledge, TPCK, pedagogical content knowledge, teacher knowledge, technology integration in teaching, teacher professional development, faculty development, higher education, situated knowledge, conceptual framework, educational technology theory

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