Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed
Judith Harris
College of William & Mary
Punya Mishra and Matthew Koehler
Michigan State University
Abstract
In this paper we critically analyze extant approaches to technology integration in teaching, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology, pedagogy, and context. We recommend using the technology, pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers’ knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity types,” rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers’ and teacher educators’ technology integration efforts.
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Contributors
Judith Harris is a professor and the Pavey Family Chair in Educational Technology in the School of Education at the College of William & Mary. Her research and development focus on curriculum-based educational technology professional development for teachers; telementoring, including professional learning and support for new teachers online; and the curriculum-based development of technological pedagogical content knowledge (TPACK).
Punya Mishra is an associate professor of educational psychology and educational technology in the College of Education at Michigan State University. His research focuses on cognitive, aesthetic, and social aspects related to the design and use of computer-based learning environments. Mishra and Koehler developed the technological pedagogical content knowledge (TPCK/TPACK) framework, first published in 2005.
Matthew Koehler is an associate professor of educational psychology and educationaltechnology in the College of Education at Michigan State University.His research focuses on understanding the affordances and constraints of newtechnologies; the design of technology-rich, innovative learning environments;and the professional development of teachers. Mishra and Koehler developedthe technological pedagogical content knowledge (TPCK/TPACK) framework,first published in 2005.
Contact
Judith Harris
School of Education, College of William and Mary, 226 Jones Hall,
Ukrop Way, Williamsburg, VA 23187-8795;
Phone: 757.221.2334;
E-mail: judi.harris@wm.edu
Punya Mishra
Educational Psychology & Educational Technology,
509A & B Erickson Hall, Michigan State University,
East Lansing, MI 48824;
Phone: 517.353.7211;
E-mail: punya@msu.edu
Matthew Koehler
Educational Psychology & Educational Technology,
509A & B Erickson Hall, Michigan State University,
East Lansing, MI 48824;
Phone: 517.353.9287;
E-mail: mkoehler@msu.edu
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