CoChat
Sign Up
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
Open this paper in CoChat — free account

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.

Overview

Integrity signals

Registry

Crossref · 10.1111/j.1467-9620.2006.00684.x

Cites

117 of 117 references verified0 citation errors · 0 not checkable

Statistics

Recomputing p-values needs the paper’s full text.

Verification

Claims the paper makes

This paper’s full text isn’t openly available, so its claims and self-check weren’t run. The registry and citation checks still apply.

Claims other papers make about this one

Each is checked against this paper’s own text: does it say what the citing paper says it does?

Citations

Cites

Show all 117 references

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

Cited by

Sorted by citations

Items 201–300 of 1,048

Related

See all

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

About these checks

Registry, retraction, Cites and statistics results are computed, not judged, with one exception: a printed reference that no index lists is read once by a model before it counts as a citation error. Claims are extracted by a model and kept only when their quote appears verbatim in the text; each cited source is then checked, with a model’s help, for whether it says what the claim relies on. Those verdicts can be wrong — read the claim’s quote and the cited source before relying on one.

Statistics and arithmetic are recomputed, not judged.

Confidence bands are shown only for fields calibrated on our annotated test set. None is calibrated yet, so no band is shown.

What counts as a claim ›How we measure confidence ›How we check this ›

Are you an author, or do you see a problem with this page? Request a review