The TPACK framework builds on Shulman’s (1987, 1986) describes how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology.
In this model there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK (technological content knowledge), TPK (technological pedagogical knowledge), and TPACK.
Koehler, M. y Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. CITE Journal.
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