Modelo Tpack

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based
TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher
education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in
Teacher Education (SITE).

Instructional Planning Activity Types as Vehicles for
Curriculum-Based TPACK DevelopmentJudi Harris & Mark Hofer
School of Education
College of William & Mary in Virginia
United States
judi.harris@wm.edu
mark.hofer@wm.edu

Abstract: Teachers’ knowledge is situated, event-structured, and episodic. Technology,
pedagogy and content knowledge (TPACK) – one form of highly practical professional
educational knowledge – is comprised of teachers’ concurrent and interdependentcurriculum
content, general pedagogy, and technological understanding. Teachers’ planning – which
expresses teachers’ knowledge-in-action in pragmatic ways -- is situated, contextually
sensitive, routinized, and activity-based. To assist with the development of teachers’ TPACK,
therefore, we suggest using what is understood from research about teachers’ knowledge and
instructional planning to forman approach to curriculum-based technology integration that is
predicated upon the combining of technologically supported learning activity types within and
across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK
development method.

Introduction: TPACK
Successful technology integration is rooted in curriculum content and students’ content-related learningprocesses primarily, and secondarily in savvy use of educational technologies. When integrating educational
technologies into instruction, teachers’ planning must occur at the nexus of standards-based curriculum
requirements, effective pedagogical practices, and available technologies’ affordances and constraints.
The specialized, highly applied knowledge that supports content-based technologyintegration is known as
“technological pedagogical content knowledge,” abbreviated TPCK or TPACK (Koehler & Mishra 2008). TPACK
is the intersection of teachers’ knowledge of curriculum content, general pedagogies, and technologies (see Fig. 1).
It is an extension of Shulman’s (1986) pedagogical content knowledge—the specialized knowledge required to teach
differently within different contentareas--which revolutionized our understanding of teacher knowledge and its
development.

Figure 1: Technological Pedagogical Content Knowledge (Koehler & Mishra 2008)

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based
TPACK development. In C. D. Maddux, (Ed.). Research highlights in technology and teacher
education 2009 (pp. 99-108).Chesapeake, VA: Society for Information Technology in
Teacher Education (SITE).

In the same ways that TPACK (appearing in the center of Fig. 1) is knowledge that results from teachers’
concurrent and interdependent content, general pedagogy, and technology understanding, it is comprised, in part, by
three particular aspects of that knowledge that are represented by the other three intersectionsdepicted. These are:
• Pedagogical Content Knowledge: How to teach particular content-based material
• Technological Content Knowledge: How to select and use technologies to communicate particular content
knowledge
• Technological Pedagogical Knowledge: How to use particular technologies when teaching
Each and all of these types of teacher knowledge are shaped by a myriad of contextual factors,such as
culture, socioeconomic status, and school organizational structures. Thus, TPACK as it is applied in practice draws
from each of seven interwoven and interdependent aspects of teachers’ knowledge, making it a complex and highly
situated educational construct that is not easily applied, learned or taught.
Still, as professional knowledge, it can be developed over time, and the...