TPACK Revisited: A Systemic Perspective on Measures for Predicting Effective Integration of Innovative Technologies in School Systems

Abstract

TPACK (Technology Pedagogy Content Knowledge) is currently considered one of the most useful frameworks for describing the types of knowledge that teachers should master in integrating technologies effectively in their teaching. According to the TPACK framework, these types of knowledge consist of technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK). This article suggests improving the authenticity and the holistic nature of the TPACK framework by (a) adding a new aspect (the affective aspect, which involves teachers’ attitudes toward change) and (b) elaborating on the systemic-organizational aspect (associated with the teachers’ perception of school as a learning organization) and the cognitive aspect (related to the cognitive skills required for effective use of educational technologies), which are not discussed in enough detail in TPACK.