Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge PUNYA MISHRA MATTHEW J. KOEHLER1 Michigan State University Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this...
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge PUNYA MISHRA MATTHEW J. KOEHLER1 Michigan State University Research in the area of educational technology has often been critiqued for a lack of theoretical grounding. In this article we propose a conceptual framework for educational technology by building on Shulman’s formulation of ‘‘pedagogical con- tent knowledge’’ and extend it to the phenomenon of teachers integrating technology into their pedagogy. This framework is the result of 5 years of work on a program of research focused on teacher professional development and faculty development in higher education. It attempts to capture some of the essential qualities of teacher knowledge required for technology integration in teaching, while addressing the complex, multifaceted, and situated nature of this knowledge. We argue, briefly, that thoughtful pedagogical uses of technology require the development of a complex, situated form of knowledge that we cal
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