Difference between TPACK and TPACK 2.0

The following statements about the original TPACK model by the authors explains what TPACK is and the underpinning philosophy:

  • Technological Pedagogical Content Knowledge (TPACK) attempts to capture some of the essential qualities of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge (TPACK, n.d).


  • .... thus our model of technology integration in teaching and learning argues that developing good content requires a thoughtful interweaving of all three sources of knowledge: technology, pedagogy and content (Mishra & Koehler, 2006, p. 1029).

The paragraphs above highlight that the teacher is the target and critical element for effective use of technology in the course mainly in ‘developing good content’ for students. It also highlights that the underpinning philosophy driving the original TPACK model is ‘technology’ and the knowledge the teacher needs to have in order to successfully integrate technology in the curriculum (Alfred, 2008; Mishra & Koehler, 2006; TPACK, n.d).


The intersection of pedagogy, technology and content in the original TPACK model is the technological pedagogical content knowledge of the teacher as highlighted in the figure above.


These factors fundamentally differentiate the original TPACK model from TPACK 2.0 model proposed by the researcher, that focuses on the learner and the learner’s interaction and use of Web 2.0 tools in the process of learning.

The TPACK 2.0 framework is an attempt to build on the work done by Mishra and Koehler. While the researcher acknowledges the original TPACK model as being useful in designing a course for learning (where the teacher is mainly in-charge), he sees the proposed TPACK 2.0 model as one that provides guidance on how to facilitate learning in the Web 2.0 environment that revolves around the notion of learner-generated content and where possible learner-generated context (Luckin, 2008; Luckin, et al., 2007; Luckin, Clark, et al., 2008; Luckin, Logan, et al., 2008) which both advocate active learner participation in the learning process and capitalises on the affordance of Web 2.0 tools. Because the learner is determining his/her own journey that aids their learning, they interact with authentic context that is of interest or appeals to the learner. Learner-generated context is defined as an environment or a collection of resources created by networked people who have similar interest or a common goal. Thus the definition of context here is inclusive of the users’ (learners) interaction in virtual or online spaces with different people and at different times (synchronous and asynchronous) (Luckin, et al., 2007).

Further work

The researcher aims is to build on the TPACK 2.0 framework as part of his PhD study.