PCK and TPCK/TPACK: more than etiology

Michael Phillips; Judith Harris

PCK and TPCK/TPACK: more than etiology

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers’ knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.

Original language	English
Title of host publication	SITE 2018
Subtitle of host publication	29th International Conference - Society for Information Technology and Teacher Education - March 26-30, 2018, Washington, DC
Editors	Elizabeth Langran, Jered Borup
Place of Publication	Waynesville NC USA
Publisher	Association for the Advancement of Computing in Education (AACE)
Pages	2109-2116
Number of pages	8
ISBN (Print)	9781939797322
Publication status	Published - 2018
Event	Society for Information Technology and Teacher Education International Conference 2018 - Washington, United States of America Duration: 26 Mar 2018 → 30 Mar 2018 Conference number: 29th

Conference

Conference	Society for Information Technology and Teacher Education International Conference 2018
Abbreviated title	SITE 2018
Country/Territory	United States of America
City	Washington
Period	26/03/18 → 30/03/18

Access to Document

https://www.learntechlib.org/noaccess/182817/

1 Article

Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology
Saubern, R., Urbach, D., Koehler, M. & Phillips, M., Apr 2020, In: Computers and Education. 147, 13 p., 103784.
Research output: Contribution to journal › Article › Research › peer-review

22 Citations (Scopus)

Cite this

Phillips, M., & Harris, J. (2018). PCK and TPCK/TPACK: more than etiology. In E. Langran, & J. Borup (Eds.), SITE 2018: 29th International Conference - Society for Information Technology and Teacher Education - March 26-30, 2018, Washington, DC (pp. 2109-2116). Association for the Advancement of Computing in Education (AACE). https://www.learntechlib.org/noaccess/182817/

@inproceedings{14f481a79c89465b90ebb9e2d47e6fe6,

title = "PCK and TPCK/TPACK: more than etiology",

abstract = "In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct{\textquoteright}s roots not only to PCK, but more importantly to Shulman{\textquoteright}s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox{\textquoteright}s (2008) explanation of the differences between teachers{\textquoteright} PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher{\textquoteright}s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers{\textquoteright} knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.",

author = "Michael Phillips and Judith Harris",

year = "2018",

language = "English",

isbn = "9781939797322",

pages = "2109--2116",

editor = "Elizabeth Langran and Jered Borup",

booktitle = "SITE 2018",

publisher = "Association for the Advancement of Computing in Education (AACE)",

address = "United States of America",

note = "Society for Information Technology and Teacher Education International Conference 2018, SITE 2018 ; Conference date: 26-03-2018 Through 30-03-2018",

}

Phillips, M & Harris, J 2018, PCK and TPCK/TPACK: more than etiology. in E Langran & J Borup (eds), SITE 2018: 29th International Conference - Society for Information Technology and Teacher Education - March 26-30, 2018, Washington, DC. Association for the Advancement of Computing in Education (AACE), Waynesville NC USA, pp. 2109-2116, Society for Information Technology and Teacher Education International Conference 2018, Washington, District of Columbia, United States of America, 26/03/18. <https://www.learntechlib.org/noaccess/182817/>

PCK and TPCK/TPACK: more than etiology. / Phillips, Michael; Harris, Judith.
SITE 2018: 29th International Conference - Society for Information Technology and Teacher Education - March 26-30, 2018, Washington, DC. ed. / Elizabeth Langran; Jered Borup. Waynesville NC USA: Association for the Advancement of Computing in Education (AACE), 2018. p. 2109-2116.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

TY - GEN

T1 - PCK and TPCK/TPACK

T2 - Society for Information Technology and Teacher Education International Conference 2018

AU - Phillips, Michael

AU - Harris, Judith

N1 - Conference code: 29th

PY - 2018

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N2 - In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers’ knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.

AB - In this review of multiple reinterpretations of TPCK/TPACK that have emerged over time, we trace the construct’s roots not only to PCK, but more importantly to Shulman’s (1987) knowledge base for teaching, within which PCK was originally situated. We suggest that TPACK is a special case of PCK that sits within the considerably broader knowledge base for teaching, basing this assertion upon Cox’s (2008) explanation of the differences between teachers’ PCK and TPACK. Following Cox, we argue that TPACK references only the specific nature of a teacher’s PCK when unfamiliar digital tools are considered and implemented for educational purposes. We recommend that TPACK researchers distinguish among the different categories of teachers’ knowledge, reasoning, and action more clearly, bounding TPACK more narrowly in ways that mirror how Shulman delineated PCK with reference to the six other components comprising his knowledge base for teaching.

M3 - Conference Paper

SN - 9781939797322

SP - 2109

EP - 2116

BT - SITE 2018

A2 - Langran, Elizabeth

A2 - Borup, Jered

PB - Association for the Advancement of Computing in Education (AACE)

CY - Waynesville NC USA

Y2 - 26 March 2018 through 30 March 2018

ER -

PCK and TPCK/TPACK: more than etiology

Abstract

Conference

Access to Document

Research output

Describing increasing proficiency in teachers’ knowledge of the effective use of digital technology

Cite this