Search results for: Guerrero Shannon

Technological pedagogical content knowledge (TPACK) embodies a teacher’s ability to distinguish between the types of technology that are most suited to their content area and make decisions regarding its appropriate application. This article argues that TPACK in mathematics can be characterized by four central components. This article presents a portrait of effective TPACK in action. The author concludes that development and understanding of TPACK, especially as it relates to specific content areas, is imperative because of the importance of technology’s appropriate use in educational settings.