With this concept in mind, the technological pedagogical
content knowledge framework (later changed to technology, pedagogy, and content knowledge or TPACK) was described in 2006 by Mishra and Koehler (based upon the prior work of other authors).
This
new knowledge framework can e.g. be used to improve genetic libraries for the making recombinant therapeutic antibodies.
Deductive category application was used to connect Webb's existing Depth
of Knowledge framework to the high school CCSS and NJCCSS (Mayring, 2000).
The first three characteristics correspond to the already well - known technology, pedagogy, and
content knowledge framework (Mishra & Koehler, 2006.
A study that came out in the mid nineties changed
the knowledge framework in this area.
When teachers are introduced to and become aware of
this knowledge framework, they can use it as a reflective tool, possibly enhancing their classroom practices.
Using the technological, pedagogical, and content
knowledge framework (TPACK), they found that through four iterations of 1 - day PD workshops, PDs afforded teachers increasingly individualized and meaningful opportunities to learn.