Unpacking TPACK and students' approaches to learning

Applying knowledge in pieces to Higher Education teaching and learning

Abstract

This conceptual paper considers how the TPACK (technological, pedagogical and content knowledge) framework (Mishra & Koehler, 2006) can be used to gain an understanding of technology use in teaching and learning. For technology to enhance traditional teaching and learning, TPACK itself may require a tighter definition. We consider the effects of incorporating technology on both teachers' knowledge and students' approaches to learning. The intention is to look deeper into the TPACK construct and to view it from an alternative theoretical perspective. diSessa (1988) proposed a 'knowledge in pieces' theoretical approach that enables a finer-grained scrutiny of knowledge. This theoretical perspective considers knowledge to consist of small elements or 'resources'. We propose that 'knowledge in pieces' may help provide a better, more nuanced understanding of both TPACK and how technology-driven contextual change can affect learning. We conclude by outlining some implications of this theoretical perspective for future empirical research.