Pedagogical Content Knowledge therefore involves the teacher’s

competence in delivering the concepts being taught by simplifying

complex ones if needed or leading the students to study a concept
more deeply and extensively. This is made possible due to the
teachers’ understanding of the content and knowledge of how to use
techniques that address different learning styles.

The incorporation of Technological knowledge into the pedagogical

content knowledge was introduced by Mishra and Koehler. This is
relevant to the 21st century teaching.

When content knowledge and technological knowledge intersect, the

intersection is called the technological content knowledge.
TCK involves understanding how the subject matter can be communicated
via different educational technology materials, and considering which
specific edtech tools might be best suited for specific subject matters or
classrooms. Example would be in teaching geography, google earth can be
used. Science teachers may create animations to explain abstract concepts
When pedagogical knowledge and technological knowledge intersect,
the intersection is called the technological pedagogical knowledge. TPK
concerns understanding on how educational technology tools can be
deployed alongside pedagogy in ways that are appropriate to the discipline
and the development of the lesson at hand. It describes the teachers’
understanding of how particular technologies can change both the teaching
and learning experiences by introducing new pedagogical affordances and
constraints. An example would be using the Jamboard to have an
interactive and collaborative group activity even with the physical
constraints that the pandemic has given us. Using a projector is also an
example.

The intersection of the 3 knowledge areas of content knowledge,

pedagogical knowledge and technological knowledge is TPACK or
Technological Pedagogical Content Knowledge. TPACK therefore is about
what teachers know, how they teach and how technology is used in the
delivery of the lesson to make it more engaging and making learning more
relevant in the 21st century.

In conclusion, TPACK will start with content, and then pedagogy and layer
in technology. Sometimes, you might get excited about the technological
tool and design a lesson around it. It is not about the technology tool but it
is the right blend of the three knowledge areas. The dotted line around the
framework symbolizes the context that affects how TPACK is applied in a
practical sense. TPACK takes into account that every classroom context is
unique due to variations in professional development, school climate and
available resources.