Technological Pedagogical Content Knowledge as a Framework for Integrating Educational Technology in the Teaching of Computer Science

  • Ioannis IoannouEmail author
  • Charoula Angeli


The chapter adopts the framework of Technological Pedagogical Content Knowledge (TPCK) in order to redesign the teaching of three computer science lessons about (a) three basic computer science concepts, namely, data, processing, and information, (b) the representation of data in computer language, and (c) the differences between main and secondary memory. The chapter uses the systematic guidelines of technology mapping to transform the teaching content with the use of educational technologies and in particular spreadsheets. While the framework of TPCK and the guidelines of technology mapping proved to be adequate methodological frameworks for the teaching of computer science, it is pointed out that the focus herein has been on the cognitive domain of learning, and that the frameworks have to be also tried out within the context of other subject-matter areas where the emphasis is also on the affective domain of learning.


Technological Pedagogical Content Knowledge Technology mapping Computer science Lesson design Data Processing Information Spreadsheets 


  1. Abbit, J. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143.CrossRefGoogle Scholar
  2. ACM K-12 Task Force Curriculum Committee. (2003). A model curriculum for K-12 computer science. New York: ACM/Computer Science Teachers Association.Google Scholar
  3. Angeli, C. (2005). Transforming a teacher education method course through technology: Effects on pre-service teachers’ technology competency. Computers & Education, 45(4), 383–398.CrossRefGoogle Scholar
  4. Angeli, C., & Valanides, N. (2005). Preservice teachers as ICT designers: An instructional design model based on an expanded view of pedagogical content knowledge. Journal of Computer-Assisted Learning, 21(4), 292–302.CrossRefGoogle Scholar
  5. Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK). Computers & Education, 52(1), 154–168.CrossRefGoogle Scholar
  6. Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education, 52(1), 1656–1658.CrossRefGoogle Scholar
  7. Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53, 60–69.CrossRefGoogle Scholar
  8. Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57, 1953–1960.CrossRefGoogle Scholar
  9. Ioannou, I., & Angeli, C. (2013). Teaching computer science in secondary education: A technological pedagogical content knowledge perspective. In Proceedings of the 8th Workshop in Primary and Secondary Computing Education, Aarhus, Denmark.Google Scholar
  10. Kadijevich, D. M., Angeli, C., & Schulte, C. (Eds.). (2013). Improving computer science education. New York: Routledge.Google Scholar
  11. Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32, 131–152.CrossRefGoogle Scholar
  12. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509–523.CrossRefGoogle Scholar
  13. Niess, M. L. (2011). Investigating TPACK: Knowledge growth in teaching with technology. Journal of Educational Computing Research, 44, 299–317.CrossRefGoogle Scholar
  14. Ottenbreit-Leftwich, A., Glazewski, K., Newby, T., & Ertmer, P. (2010). Teacher value beliefs associated with using technology: Addressing professional and student needs. Computers & Education, 55, 1321–1335.CrossRefGoogle Scholar
  15. Pierson, M. (2001). Technology integration as a function of pedagogical expertise. Journal of Research on Computing in Education, 33(4), 413–430.Google Scholar
  16. Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15, 4–14.CrossRefGoogle Scholar
  17. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 122.Google Scholar
  18. Valanides, N., & Angeli, C. (2006). Preparing pre-service elementary teachers to teach science through computer models. Contemporary Issues in Technology and Teacher Education, 6(1), 87–98.Google Scholar
  19. Valanides, N., & Angeli, C. (2008a). Learning and teaching about scientific models with a computer modeling tool. Computers in Human Behavior, 24(2), 220–233.CrossRefGoogle Scholar
  20. Valanides, N., & Angeli, C. (2008b). Professional development for computer-enhanced learning: A case study with science teachers. Research in Science and Technological Education, 26(1), 3–12.CrossRefGoogle Scholar
  21. Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge—a review of the literature. Journal of Computer-Assisted Learning, 29(2), 109–121.CrossRefGoogle Scholar

Copyright information

© Springer Science+Business Media New York 2015

Authors and Affiliations

  1. 1.University of Cyprus and Ministry of Education and CultureNicosiaCyprus
  2. 2.University of CyprusNicosiaCyprus

Personalised recommendations