{"id":16827,"date":"2022-11-16T15:30:24","date_gmt":"2022-11-16T19:30:24","guid":{"rendered":"https:\/\/cie.uprrp.edu\/elicit-math\/?page_id=16827"},"modified":"2022-12-07T11:01:06","modified_gmt":"2022-12-07T15:01:06","slug":"tpack","status":"publish","type":"page","link":"https:\/\/cie.uprrp.edu\/elicit-math\/marco-teorico\/tpack\/","title":{"rendered":"TPACK"},"content":{"rendered":"<p>El marco del conocimiento tecnol\u00f3gico, pedag\u00f3gico y del contenido (TPACK por sus siglas en ingl\u00e9s), fue desarrollado por Mishra y Koehler en 2006. Seg\u00fan Mishra y Koehler (2006) la base de este marco es el entender que la ense\u00f1anza es una actividad compleja que se basa en muchos tipos de conocimiento. Por esto proponen, tomando la idea de Shulman (1986) sobre conocimiento del contenido pedag\u00f3gico, el marco TPACK que describe c\u00f3mo la comprensi\u00f3n de los docentes sobre c\u00f3mo interact\u00faan las tecnolog\u00edas educativas y el conocimiento del contenido pedag\u00f3gico.<\/p>\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\"><a href=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK.png\"><img loading=\"lazy\" decoding=\"async\" class=\"alignright wp-image-16952\" src=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK-300x300.png\" alt=\"Gr\u00e1fica: TPACK\" width=\"350\" height=\"350\" srcset=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK-300x300.png 300w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK.png 1024w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK-150x150.png 150w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK-768x768.png 768w, https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/TPACK-65x65.png 65w\" sizes=\"auto, (max-width: 350px) 100vw, 350px\" \/><\/a>Seg\u00fan el modelo, los tres componentes principales del conocimiento de los maestros que ense\u00f1an en el siglo XXI son: el contenido, la pedagog\u00eda y la tecnolog\u00eda.<\/p>\n<ul class=\"n8H08c UVNKR\">\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento del contenido (CK)\u00a0es el relacionado a la materia que el maestro debe ense\u00f1ar (Koehler\u00a0y\u00a0Mishra, 2009), por ejemplo: conceptos, teor\u00edas, conocimiento de la evidencia y la prueba, pr\u00e1cticas y enfoques, etc. (Shulman, 1986).<\/p>\n<\/li>\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento pedag\u00f3gico (PK)\u00a0es el relacionado a los procesos y pr\u00e1cticas o m\u00e9todos de ense\u00f1anza y aprendizaje como: c\u00f3mo aprenden los estudiantes, habilidades generales de manejo del sal\u00f3n, planificaci\u00f3n de lecciones y evaluaci\u00f3n (Koehler\u00a0y\u00a0Mishra, 2009).<\/p>\n<\/li>\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento tecnol\u00f3gico (TK)\u00a0se refiere al conocimiento sobre las diferentes formas de pensar y de trabajar con tecnolog\u00eda, herramientas y recursos (Koehler\u00a0y\u00a0Mishra, 2009). Este conocimiento tecnol\u00f3gico incluye desde la comprensi\u00f3n y la aplicaci\u00f3n de las tecnolog\u00edas, hasta el reconocer cu\u00e1ndo el uso de estas puede ayudar o impedir el proceso de ense\u00f1anza-aprendizaje (Koehler\u00a0y\u00a0Mishra, 2009).<\/p>\n<\/li>\n<\/ul>\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">Koehler y Mishra (2009) adem\u00e1s de enfatizar los tipos de conocimientos por separado, tambi\u00e9n enfatizan las intersecciones que se forman entre los tres componentes principales. Estas intersecciones son el\u00a0conocimiento de contenido pedag\u00f3gico (PCK) (trabajado anteriormente por Shulman), conocimiento de contenido tecnol\u00f3gico (TCK), conocimiento pedag\u00f3gico tecnol\u00f3gico (TPK) y conocimiento de contenido pedag\u00f3gico tecnol\u00f3gico (TPACK).<\/p>\n<ul class=\"n8H08c UVNKR\">\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento del contenido pedag\u00f3gico (PCK)\u00a0es el conocimiento de la pedagog\u00eda que se aplica para poder ense\u00f1ar el contenido espec\u00edfico.<\/p>\n<\/li>\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento del contenido tecnol\u00f3gico (TCK)\u00a0es la comprensi\u00f3n de la forma en que la tecnolog\u00eda y el contenido interact\u00faan entre s\u00ed.<\/p>\n<\/li>\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">El\u00a0conocimiento pedag\u00f3gico tecnol\u00f3gico (TPK)\u00a0es c\u00f3mo la ense\u00f1anza y el aprendizaje pueden cambiar cuando se utilizan algunas tecnolog\u00edas de forma determinada.<\/p>\n<\/li>\n<li class=\"TYR86d zfr3Q\" dir=\"ltr\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">Y por \u00faltimo el conocimiento del contenido pedag\u00f3gico tecnol\u00f3gico (TPACK)\u00a0que es la ense\u00f1anza eficaz, adaptada y consciente de un contenido espec\u00edfico con las tecnolog\u00edas adecuadas, que permita la comprensi\u00f3n de m\u00faltiples representaciones de los conceptos.<\/p>\n<\/li>\n<\/ul>\n<div class=\"oKdM2c ZZyype Kzv0Me\">\n<div id=\"h.6ee4adbdc7da97a0_118\" class=\"hJDwNd-AhqUyc-uQSCkd Ft7HRd-AhqUyc-uQSCkd jXK9ad D2fZ2 zu5uec OjCsFc dmUFtb JYTMs\">\n<div class=\"jXK9ad-SmKAyb\">\n<div class=\"tyJCtd mGzaTb Depvyb baZpAe\">\n<p style=\"text-align: center;\"><a href=\"https:\/\/cie.uprrp.edu\/elicit-math\/wp-content\/uploads\/sites\/13\/2022\/12\/Tpack.pdf\" class=\"pdfemb-viewer\" style=\"\" data-width=\"max\" data-height=\"max\" data-toolbar=\"bottom\" data-toolbar-fixed=\"off\">Tpack<\/a>\n<h3 class=\"CjVfdc\">Referencias<\/h3>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<div class=\"oKdM2c ZZyype\">\n<div id=\"h.6ee4adbdc7da97a0_120\" class=\"hJDwNd-AhqUyc-uQSCkd Ft7HRd-AhqUyc-uQSCkd jXK9ad D2fZ2 zu5uec wHaque g5GTcb JYTMs\">\n<div class=\"jXK9ad-SmKAyb\">\n<div class=\"tyJCtd mGzaTb Depvyb baZpAe\">\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">Koehler, M. J. &amp; Mishra, P. (2009). What is technological pedagogical content knowledge? <em>Contemporary Issues in Technology and Teacher Education<\/em>, <em>9<\/em>(1), 60-70. <a class=\"XqQF9c rXJpyf\" href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fcitejournal.org%2Fvolume-9%2Fissue-1-09%2Fgeneral%2Fwhat-is-technological-pedagogicalcontent-knowledge&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw0Sr_R6wkRGWe7MvFO7L3cE\" target=\"_blank\" rel=\"noopener\">https:\/\/citejournal.org\/volume-9\/issue-1-09\/general\/what-is-technological-pedagogicalcontent-knowledge<\/a><\/p>\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">Mishra, P. &amp; Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. <em>Teachers College Record<\/em>, <em>108<\/em>(6), 1017-1054. <a class=\"XqQF9c rXJpyf\" href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.1111%2Fj.1467-9620.2006.00684.x&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw2kwX3IgqWOhnn4WRjQ2ryw\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.1111\/j.1467-9620.2006.00684.x<\/a><\/p>\n<p class=\"CDt4Ke zfr3Q\" dir=\"ltr\">Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. <em>Educational researcher<\/em>, <em>15<\/em>(2), 4-14. <a class=\"XqQF9c rXJpyf\" href=\"https:\/\/www.google.com\/url?q=https%3A%2F%2Fdoi.org%2F10.3102%2F0013189X015002004&amp;sa=D&amp;sntz=1&amp;usg=AOvVaw39qFRhXv-VTgpYv8YG4eO1\" target=\"_blank\" rel=\"noopener\">https:\/\/doi.org\/10.3102\/0013189X015002004<\/a><\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n","protected":false},"excerpt":{"rendered":"<p>El marco del conocimiento tecnol\u00f3gico, pedag\u00f3gico y del contenido (TPACK por sus siglas en ingl\u00e9s), fue desarrollado por Mishra y Koehler en 2006. Seg\u00fan Mishra y Koehler (2006) la base de este marco es el entender que la ense\u00f1anza es &hellip; <\/p>\n","protected":false},"author":10,"featured_media":0,"parent":16792,"menu_order":6,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-16827","page","type-page","status-publish","hentry"],"yoast_head":"<!-- This site is optimized with the Yoast SEO plugin v27.3 - https:\/\/yoast.com\/product\/yoast-seo-wordpress\/ -->\n<title>TPACK - ELICIT-Math<\/title>\n<meta name=\"robots\" content=\"index, follow, max-snippet:-1, max-image-preview:large, max-video-preview:-1\" \/>\n<link rel=\"canonical\" href=\"https:\/\/cie.uprrp.edu\/elicit-math\/marco-teorico\/tpack\/\" \/>\n<meta property=\"og:locale\" content=\"en_US\" \/>\n<meta property=\"og:type\" content=\"article\" \/>\n<meta property=\"og:title\" content=\"TPACK - ELICIT-Math\" \/>\n<meta property=\"og:description\" content=\"El marco del conocimiento tecnol\u00f3gico, pedag\u00f3gico y del contenido (TPACK por sus siglas en ingl\u00e9s), fue desarrollado por Mishra y Koehler en 2006. 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