TPACK framework (Technological, Pedagogical and Content Knowledge) for teacher technology integration¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 causal), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The TPACK Framework (Mishra & Koehler, 2006) adds a technology filter to Shulman's pedagogical content knowledge theory. It identifies the knowledge components a teacher needs to integrate technology effectively: content knowledge of the subject area, pedagogical knowledge of teaching approaches, and technological knowledge of equipment and applications. The model theorises that "for successful and effective implementation, all three must be present, and importantly, combined in the classroom".

Design Implications¶

Context¶

Requirements¶

• Building and sustaining teacher skills and knowledge through continued professional development, and supporting a positive attitude to technology
• Integration of technology, pedagogy, and content knowledge in course design and analysis activities

Constraints¶

• Researchers have identified teachers' lack of appropriate pedagogical knowledge, or of how to combine it with content and technological knowledge, as a barrier to technology implementation
• The article notes that within the Chinese context, application of TPACK in preschool education remains in its infancy

Target Learners¶

• primary school teachers integrating mobile devices
• pre-service and in-service teachers

Target Learning Objectives¶

• effective classroom integration of mobile technology to support pupil literacy and numeracy
• effective integration of technology into instructional design

Claims¶

• Tpack Course Improves Preservice Preschool Idc [+M]

Related Theories¶

• Theory of change for mobile technology use in the primary classroom: devices, activities and interventions, outcomes, and moderating factors
• TPACK (Technological Pedagogical Content Knowledge)
• Technology Integration Levels (SAMR / RAT / PIC-RAT)
• Five-foundations framework for learning environments
• CT–PCK construct framework: five core computational thinking practices integrated into middle school math via three instructional strategies
• Three-circle framework for computational thinking integration: skills, practices, and inclusive pedagogies

Examples¶

• TPACK-based Preschool Language Education course (objectives, content, learning organization, assessment)
• Four-course online TPACK professional development program (SED 520, 521, 522, 594)
• Use TPACK-based analysis of teaching video cases and design artifacts to build novice instructional designers' metacognition
• Iterative TPACK design-practice cycle with feedback, revision, micro-teaching, and reflection
• Online knowledge-building trajectory built on two tools and two processes

Key Sources¶

• Dorris, C., Winter, K., O'Hare, L., & Lwoga, E. T. (2024). A systematic review of mobile device use in the primary school classroom and impact on pupil literacy and numeracy attainment: a systematic review. Campbell Systematic Reviews, 20, e1417. https://doi.org/10.1002/cl2.1417
• Ren, X., Chano, J., & Saihong, P. (2025). Developing a TPACK-based Course to Promote the Pre-service Preschool Teachers' Instructional Design Competence. Higher Education Studies, 15(2). https://doi.org/10.5539/hes.v15n2p37