Using theoretical perspectives in developing understanding of TPACK
- Author
- Joke Voogt, Petra Fisser, Jo Tondeur (UGent) and Johan van Braak (UGent)
- Organization
- Abstract
- In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.
- Keywords
- TPACK, TPCK, Technology, ICT, Education, Instructional design, PCK
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Citation
Please use this url to cite or link to this publication: http://hdl.handle.net/1854/LU-5974871
- MLA
- Voogt, Joke, et al. “Using Theoretical Perspectives in Developing Understanding of TPACK.” Handbook of Technological Pedagogical and Content Knowledge (TPACK) for Educators, edited by Mary C Herring et al., 2nd ed., Routledge, 2016, pp. 33–52, doi:10.4324/9781315771328.
- APA
- Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical and content knowledge (TPACK) for educators (2nd ed., pp. 33–52). https://doi.org/10.4324/9781315771328
- Chicago author-date
- Voogt, Joke, Petra Fisser, Jo Tondeur, and Johan van Braak. 2016. “Using Theoretical Perspectives in Developing Understanding of TPACK.” In Handbook of Technological Pedagogical and Content Knowledge (TPACK) for Educators, edited by Mary C Herring, Matthew J Koehler, and Punya Mishra, 2nd ed., 33–52. New York, NY, USA: Routledge. https://doi.org/10.4324/9781315771328.
- Chicago author-date (all authors)
- Voogt, Joke, Petra Fisser, Jo Tondeur, and Johan van Braak. 2016. “Using Theoretical Perspectives in Developing Understanding of TPACK.” In Handbook of Technological Pedagogical and Content Knowledge (TPACK) for Educators, ed by. Mary C Herring, Matthew J Koehler, and Punya Mishra, 33–52. 2nd ed. New York, NY, USA: Routledge. doi:10.4324/9781315771328.
- Vancouver
- 1.Voogt J, Fisser P, Tondeur J, van Braak J. Using theoretical perspectives in developing understanding of TPACK. In: Herring MC, Koehler MJ, Mishra P, editors. Handbook of technological pedagogical and content knowledge (TPACK) for educators. 2nd ed. New York, NY, USA: Routledge; 2016. p. 33–52.
- IEEE
- [1]J. Voogt, P. Fisser, J. Tondeur, and J. van Braak, “Using theoretical perspectives in developing understanding of TPACK,” in Handbook of technological pedagogical and content knowledge (TPACK) for educators, 2nd ed., M. C. Herring, M. J. Koehler, and P. Mishra, Eds. New York, NY, USA: Routledge, 2016, pp. 33–52.
@incollection{5974871,
abstract = {{In 2005 Koehler and Mishra (2005) introduced the term Technological Pedagogical Content Knowledge (TPCK, currently referred to as TPACK) as a conceptual framework to describe the knowledge base for teachers to effectively teach with technology. Since then TPACK was embraced by many scholars and practitioners. This chapter’s reflections are based on developments in theoretical views on TPACK since its inception. An extensive review of the literature on TPACK (Voogt, Fisser, Pareja Roblin, Tondeur & van Braak, 2013) showed that the widespread use of the TPACK framework also has lead to different interpretations of the framework and questioned some of the underpinnings of TPACK. These different interpretations concern in particular on the way technology is understood and the nature of the knowledge that is communicated in the framework. We first use insights from the philosophy of technology to reflect on the implications of adding technology as a knowledge domain. Because TPACK aims to describe the knowledge base of teaching with technology, understandings on what teacher knowledge is and how this can be developed is addressed next. Finally we elaborate how teaching with technology can be developed, and particularly address learning technology by design.}},
author = {{Voogt, Joke and Fisser, Petra and Tondeur, Jo and van Braak, Johan}},
booktitle = {{Handbook of technological pedagogical and content knowledge (TPACK) for educators}},
editor = {{Herring, Mary C and Koehler, Matthew J and Mishra, Punya}},
isbn = {{9781317675044}},
keywords = {{TPACK,TPCK,Technology,ICT,Education,Instructional design,PCK}},
language = {{eng}},
pages = {{33--52}},
publisher = {{Routledge}},
title = {{Using theoretical perspectives in developing understanding of TPACK}},
url = {{http://dx.doi.org/10.4324/9781315771328}},
year = {{2016}},
}
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