Pedagogical Content Knowledge

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The Evolution of TPACK
Technological Pedagogical Content Knowledge (TPACK) is a framework for teachers in how they make connections between pedagogy, content knowledge, and technology (Koehler & Mishra, 2005). This paper briefly discusses the evolution of this theory, its strengths, and challenges it presents.
Article One: Reviewing the Literature
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. doi:10.1111/j.1365-2729.2012.00487.x

The intent of TPACK is to show the interwoven complexity between content knowledge, pedagogy, and technology as being essential for true technology integration in instruction (Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2012). Koehler and Mishra explained when they proposed technological pedagogical content knowledge (TPCK), instructors needed purposeful technology with an understanding of why one tool was used over another (Koehler & Mishra, 2005). This article
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More research was conducted and the literature began to talk about TPCK as the in depth understanding of the knowledge teachers needed to grasp to effectively teach with ever-changing technology (Voogt et al., 2012). Some thought of it as combination of concepts, procedural knowledge and the meta-cognitive (Voogt et al., 2012). But over the vast attempts to define TPCK or TPACK, many valid points began to be discussed such as the idea that technology can also be a device and a process to solve problems (Voogt et al., 2012). Different subject areas began to try to define the concept in relation to the integration within their discipline and standards begin to appear related to such areas (Voogt et al., 2012). Some fine-tuning of the construct

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