TPACK in context: An updated model
The Technological Pedagogical and Content Knowledge (TPACK) framework has evolved significantly since its introduction, particularly in its treatment of context. The original model acknowledged contexts through a dotted circle surrounding the framework's core components; however, understanding...
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| Format: | Article |
| Language: | English |
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Elsevier
2025-06-01
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| Series: | Computers and Education Open |
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| Online Access: | http://www.sciencedirect.com/science/article/pii/S2666557325000035 |
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| author | Dominik Petko Punya Mishra Matthew J Koehler |
| author_facet | Dominik Petko Punya Mishra Matthew J Koehler |
| author_sort | Dominik Petko |
| collection | DOAJ |
| description | The Technological Pedagogical and Content Knowledge (TPACK) framework has evolved significantly since its introduction, particularly in its treatment of context. The original model acknowledged contexts through a dotted circle surrounding the framework's core components; however, understanding and operationalizing these contexts has remained challenging for researchers and practitioners. We address this challenge by proposing a new conceptual synthesis that bridges two prominent approaches to context in TPACK: contexts as external influences and Contextual Knowledge (XK) as a distinct knowledge domain. We argue that both perspectives are essential and complementary. Drawing on research from cognitive psychology, teacher expertise, and situated learning, we argue that TPACK exists simultaneously as teacher knowledge that is shaped by external contexts (contextualized knowledge) and as knowledge about educational environments (Contextual Knowledge). This dual nature is reflected in our proposed model, which maintains the original framework's dotted circle representing external contexts while incorporating XK as an additional knowledge domain. This reconceptualization provides theoretical clarity and practical utility for understanding how teachers develop and apply their technology integration knowledge across different educational settings. |
| format | Article |
| id | doaj-art-42503f4119714832b81eab316f979799 |
| institution | Kabale University |
| issn | 2666-5573 |
| language | English |
| publishDate | 2025-06-01 |
| publisher | Elsevier |
| record_format | Article |
| series | Computers and Education Open |
| spelling | doaj-art-42503f4119714832b81eab316f9797992025-01-27T04:22:24ZengElsevierComputers and Education Open2666-55732025-06-018100244TPACK in context: An updated modelDominik Petko0Punya Mishra1Matthew J Koehler2Universität Zürich, Zürich, ZH, Switzerland; Corresponding author.Arizona State University, Tempe, AZ, United StatesMichigan State University, East Lansing, MI, United StatesThe Technological Pedagogical and Content Knowledge (TPACK) framework has evolved significantly since its introduction, particularly in its treatment of context. The original model acknowledged contexts through a dotted circle surrounding the framework's core components; however, understanding and operationalizing these contexts has remained challenging for researchers and practitioners. We address this challenge by proposing a new conceptual synthesis that bridges two prominent approaches to context in TPACK: contexts as external influences and Contextual Knowledge (XK) as a distinct knowledge domain. We argue that both perspectives are essential and complementary. Drawing on research from cognitive psychology, teacher expertise, and situated learning, we argue that TPACK exists simultaneously as teacher knowledge that is shaped by external contexts (contextualized knowledge) and as knowledge about educational environments (Contextual Knowledge). This dual nature is reflected in our proposed model, which maintains the original framework's dotted circle representing external contexts while incorporating XK as an additional knowledge domain. This reconceptualization provides theoretical clarity and practical utility for understanding how teachers develop and apply their technology integration knowledge across different educational settings.http://www.sciencedirect.com/science/article/pii/S2666557325000035TPACKTechnological pedagogical content knowledgeTechnological pedagogical and content knowledgeTechnologyTeacher knowledge |
| spellingShingle | Dominik Petko Punya Mishra Matthew J Koehler TPACK in context: An updated model Computers and Education Open TPACK Technological pedagogical content knowledge Technological pedagogical and content knowledge Technology Teacher knowledge |
| title | TPACK in context: An updated model |
| title_full | TPACK in context: An updated model |
| title_fullStr | TPACK in context: An updated model |
| title_full_unstemmed | TPACK in context: An updated model |
| title_short | TPACK in context: An updated model |
| title_sort | tpack in context an updated model |
| topic | TPACK Technological pedagogical content knowledge Technological pedagogical and content knowledge Technology Teacher knowledge |
| url | http://www.sciencedirect.com/science/article/pii/S2666557325000035 |
| work_keys_str_mv | AT dominikpetko tpackincontextanupdatedmodel AT punyamishra tpackincontextanupdatedmodel AT matthewjkoehler tpackincontextanupdatedmodel |