The Technological Pedagogical Content Knowledge Framework

By Matthew J. Koehler, Punya Mishra, Kristen Kereluik, T. S. Shin, Charles R. Graham. 2014

728 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Information Systems

View Paper: https://www.semanticscholar.org/paper/7d69d22f9d6e9d794d484b20dbc5b72677cf9874

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

1. Fazilat Siddiq
2. Ove Edvard Hatlevik
3. Jo Tondeur
4. Ronny Scherer
5. Joshua M. Rosenberg
6. G. Gudmundsdottir

In Education

1. Fazilat Siddiq
2. Ove Edvard Hatlevik
3. Jo Tondeur
4. Ronny Scherer
5. Joshua M. Rosenberg
6. G. Gudmundsdottir
7. Louise Starkey

In Information Systems

1. Ove Edvard Hatlevik
2. Jo Tondeur
3. Joshua M. Rosenberg
4. G. Gudmundsdottir
5. Louise Starkey

Citations in the corpus

• The Substitution Augmentation Modification Redefinition (SAMR) Model: a Critical Review and Suggestions for its Use (2016, background): “Specifically, teachers must first understand the relationships between teaching, technology, and learning to promote student growth and achievement (Koehler et al. 2014).”
• The technology acceptance model (TAM): A meta-analytic structural equation modeling approach to explaining teachers' adoption of digital technology in education (2019, background): “…Technological Pedagogical Content Knowledge (TPACK) framework, a framework that de fi nes di ff erent kinds of knowledge domains teachers need to become pro fi cient in for successfully integrating digital technology in teaching and learning processes (Koehler, Mishra, Kereluik, Shin, & Graham, 2014).”
• Newly qualified teachers’ professional digital competence: implications for teacher education (2018, methodology): “In their TPACK model, Mishra and Koehler (2006) expanded on the model of Shulman (1986, 1987) by integrating an additional area of focus.”