{"id":2790,"date":"2017-06-13T22:58:37","date_gmt":"2017-06-14T05:58:37","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2017\/?p=2790"},"modified":"2017-06-13T22:59:29","modified_gmt":"2017-06-14T05:59:29","slug":"2790","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2017\/2017\/06\/13\/2790\/","title":{"rendered":"PCK and TPACK"},"content":{"rendered":"<p><span style=\"font-weight: 400\">Shulman (1986) defined <\/span><span style=\"font-weight: 400\">pedagogical content knowledge <\/span><span style=\"font-weight: 400\">(PCK)<\/span> <span style=\"font-weight: 400\">as blended pedagogy and subject matter knowledge for <\/span><span style=\"font-weight: 400\">effective teaching. <\/span><span style=\"font-weight: 400\">PCK requires<\/span><span style=\"font-weight: 400\"> educators who are knowledgeable about their subjects and who can teach those subjects in a clear and effective manner utilizing their previously accum<\/span><span style=\"font-weight: 400\">ulated instructional experience. Mishra and Koehler (2007) extended Shulman\u2019s concept of PCK by introducing technology, an aspect that has become a crucial part of modern education. Educators practice teaching in highly complex, dynamic classroom settings (Leinhardt &amp; Greeno, 1986) that require them to shift and evolve their understanding regularly. Thus, effective teaching depends on integrated knowledge from different areas: knowledge of student understanding and learning, knowledge of subject matter, and further, knowledge of technology.<\/span> <span style=\"font-weight: 400\">TPCK incorporates all the teaching elements educators need to understand to create an effective <\/span><span style=\"font-weight: 400\">technology-enhanced<\/span> <span style=\"font-weight: 400\">learning<\/span><span style=\"font-weight: 400\"> environment for different types of learners.<\/span><\/p>\n<p><span style=\"font-weight: 400\">One example of TPCK in a beginner programming class can be the use of Scratch. <\/span><span style=\"font-weight: 400\">Scratch is a graphically oriented programming tool that can alleviate the steep learning curve or fear of programming as a beginner. Also, it helps learners understand difficult programming concepts easily.<\/span><\/p>\n<p><span style=\"font-weight: 400\">References:<\/span><\/p>\n<p><span style=\"font-weight: 400\">Leinhardt, G., &amp; Greeno, J.G. (1986). The cognitive skill of teaching. <\/span><i><span style=\"font-weight: 400\">Journal of Educational Psychology, 78<\/span><\/i><span style=\"font-weight: 400\">(2), 75-95.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Mishra, P., &amp; Koehler, M. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In C. Crawford et al. (Eds.), <\/span><i><span style=\"font-weight: 400\">Proceedings of Society for Information Technology and Teacher Education International Conference 2007<\/span><\/i><span style=\"font-weight: 400\"> (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computing in Education.<\/span><\/p>\n<p><span style=\"font-weight: 400\">Shulman, L.S. (1986). Those who understand: Knowledge growth in teaching. <\/span><i><span style=\"font-weight: 400\">Educational Researcher, 15<\/span><\/i><span style=\"font-weight: 400\">(2), 4 -14.<\/span><\/p>\n","protected":false},"excerpt":{"rendered":"<p>Shulman (1986) defined pedagogical content knowledge (PCK) as blended pedagogy and subject matter knowledge for effective teaching. PCK requires educators who are knowledgeable about their subjects and who can teach those subjects in a clear and effective manner utilizing their previously accumulated instructional experience. Mishra and Koehler (2007) extended Shulman\u2019s concept of PCK by introducing [&hellip;]<\/p>\n","protected":false},"author":22978,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669398],"tags":[],"class_list":["post-2790","post","type-post","status-publish","format-standard","hentry","category-b-pck"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2790","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/users\/22978"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/comments?post=2790"}],"version-history":[{"count":2,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2790\/revisions"}],"predecessor-version":[{"id":2792,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/posts\/2790\/revisions\/2792"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/media?parent=2790"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/categories?post=2790"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2017\/wp-json\/wp\/v2\/tags?post=2790"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}