TPACK is a framework for online learning that has three distinct areas: Technological Knowledge, Pedagogical Knowledge and Content Knowledge.
Pedagogical Content Knowledge (PCK) relates to the pedagogical strategies we use to teach our course content. This area is created with the intersection of Content Knowledge (this is what we are teaching) and Pedagogical knowledge (method we use to teach the content). Content knowledge is generally acquired through undergraduate studies in a subject area or professional development. Examples of Technological knowledge can be things such as video services such as YouTube and Khan Academy, or laptops and projectors, cameras, Google Apps for Education (Docs, Sheets, Classroom) to name a few. Further, Pedagogical knowledge can be using methods such as direct instruction, inquiry, or project based learning etc.
Technological Content Knowledge (TCK) is knowing which type of technology will be most well suited to deliver the content to our students.
When these three areas overlap, we are left with TPACK: the idea that we can use technology to aid in our pedagogical approach to teaching the content to our students.
An example of how I use PCK in my practice is in my Marketing 11 class. Students need to be proficient in the concept of a target market. My current class is made up of individuals who are all very interested in fast, expensive cars and so I found this to be a great opportunity to explore the course content. Students often think that just because they purchase something, they are automatically the target market for that product. For example, a couple of the students own new, full size trucks and through classroom discussion thought that Ford and Dodge were actively advertising to them. Through different exercises (classroom discussions, extensive print and video ad analysis) we were able to learn about target markets; the hope with choosing vehicles was so that students could interact with the content, reflect on their own biases and opinions and construct new knowledge leading to deeper learning.
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. The Teachers College Record, 108(6), 1017-1054