Chapter 5: Learning Synchronous Chat Technology-By-Design In The High School English Classroom

Mishra and Koehler (2006) suggest there are many “knowledge systems” informing teachers’ uses of technology, including content knowledge (C), pedagogical knowledge (P), and technological knowledge (T). These knowledge systems are not separate bodies, but instead are relational and dialogic to each other and the situated, unique contexts within which teachers make decisions about technology use. As such, Mishra and Koehler (2006) have developed a framework to consider such complex knowledge systems, called technological pedagogical content knowledge, or TPCK, and suggest teachers’ development of TPCK requires nuanced understandings about the complex relationships between technology, content, and pedagogy. Such understandings can inform teachers’ pedagogical strategies and ongoing knowledge development about successful teaching with technol-ogy.