1.1.1 A model that is offered to teachers, a mental structure for thinking about the
different areas of knowledge related to an effective teaching and the interaction of
knowledge and skills necessary for the effective integration of technology. It is
composed by three kinds of knowledge (technology, pedagogy and content) and
their interactions: TCK (Technological Content knowledge), TPK (Technological
Pedagogical Knowledge) and PCK (Pedagogical Content Knowledge).
2 • TPK (Technological Pedagogical Knowledge)
2.1 It is
2.1.1 The knowledge of how to teach well
with new tools and technological
3 • TCK (Technological Content Knowledge)
3.1.1 How teachers choose tool and technological resources that
will help students to learn contends curricular programs.
Furthermore, they have to know what technologies are more
useful to present the content.
4 • CK (Content Knowledge)
4.1 The Knowledge of
4.1.1 What it is teaching. In other words Content knowledge alludes to the theories,
concepts or ideas of mathematics, art, science… that would be taught in class.
5 • PCK (Pedagogical Content Knowledge)
5.1 Teachers have to know
5.1.1 What to teach and how to teach it. It includes the essential interests of
teaching, learning, curriculum, assessment and reporting, and also the
relationship between curriculum, assessment and pedagogy.
6.1 Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content
knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
6.2 Mark Fijor. New school technology (October 2011). TPACK-in-action
6.3 UNSW Australia Human Resources (October 2014).Mind Mapping.