Beginning teacher TPACK knowledge: Influence of school type

Teachers in Australia as elsewhere are expected to integrate ICT into their routine teaching practice. While there is acknowledgement from policy makers and researchers that doing so is not simple and requires more than technical know-how, exactly what teachers need to know to do so has largely remained unanswered. In recent years the TPACK framework has emerged as an influential way of conceptualising teacher knowledge in relation to integrating ICT. Developed by Mishra and Koehler (2006) this framework builds on Shulman's (1986) work, and offers an interconnected view of knowledge needed to integrate ICT, one that moves away from techno-centric views which have proliferated research and policy in the past. Their resulting framework is built on the notion of the connection between Pedagogical Knowledge (PK), Content Knowledge (CK) and Technological Knowledge (TK) and the resulting intersecting three pairs of knowledge, Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK) and one triad, Technological Pedagogical Content Knowledge (TPACK).