1986

Shulman says pedagogy and content knowledge (PCK) must be considered together.

2001

Pierson began to use the concept of TPCK to refer to “Technology assisting PCK”.

2005

Niess suggested TPCK was not only a kind of knowledge and skill but also a kind of dynamic knowledge including developing subject knowledge, technology knowledge and teaching and learning knowledge and it is a kind of creative thinking on how technology supported teaching and learning.

2005

Koehler and Mishra also put forward the concept of TPCK.

Koehler and Mishra introduced TPCK in detail in the published article “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge” (Mishra & Koehler, 2006) . Technology knowledge began to be clearly listed as teachers’ knowledge and TPCK was regarded as the conceptual framework of teachers’ knowledge structure.

2007

Thompson and Mishra changed TPCK into TPACK.

2008

Koehler and Mishra introduced contexts into TPACK as the eighth element. So far, TPACK framework contains three core elements, CK, PK and TK, four interacted knowledge, PCK, TPK, TCK, TPACK, and contexts.

2019

Mishra renamed the outer dotted circle “Contextual Knowledge (XK)” (i.e., the teacher’s knowledge of the context) which was originally labeled as “Contexts”.