TPACK framework

TPACK image
The TPACK framework and its knowledge components from

As part of my delivery I present training sessions on both designing and facilitating vie digital technologies. Thanks to this I have heard and worked with TPACK for the past few years.

Harris, Mishra & Koehler (2009) stress the importance that all three domains technological, content, pedagogical should be viewed as interconnected and not in isolation as these interactions create the ‘sweet spot’ or the TPACK zone in the center of the three domains.

The heart of TPACK is meeting students needs so every class will look different even though you as the teacher is the common denominator as the PCK needs to be considered on an individual class by class basis. By being able to integrate knowledge from all three domains an expert teacher bring TPACK into play when ever and where ever they teach.

Due to the diverse nature of my work and that I am no longer just a classroom trainer I do sit more towards the middle (or the sweet spot).

The TPACK philosophy has been of great benefit to me in the development of my skills and expanding my lesson plans to a new level to ensure that the training sessions I present .

An interesting article that delves into TPACK in relation to the VET sector is:  Pipe dreams or digital dreams:  Technology, pedagogy and content knowledge in the vocational educational and training sector O’Brien, T. and Maor, D. (2013). This paper discusses the need for professional development programmes to develop the VET practitioners knowledge across all TPACK domains.

Another interesting journal article, though not directly linked to the VET sector, but does contain many lessons to learn from is: A framework for Web 2.0 learning design Bower, M., Hedberg, J.G., and Kuswara, A.. This article talks through the conceptualization of Web 2.0 enabled learning design, which can be then applied to the VET sector.



Bower, M., Hedberg, J., & Kuswara, A. (2010). A framework for Web 2.0 learning design.Educational Media International, 47(3), 177-198. doi:10.1080/09523987.2010.518811

Harris, J. & Mishra, P. & Koehler, M. (2009). Teachers technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal on Research on Technology in Education, 41(4), pp. 393-416.

Mishra, P & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), pp. 1017-1054.

O’Brien, T & Maor, D. (2013).  Pipe dreams or digital dreams:  Technology, pedagogy and content knowledge in the vocational educational and training sector.  Retrieved from’Brien.pdf

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