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Contemporary research, however, has initiated a foundation from which pedagogical and methodological foundations can be extracted. Culminating from five years of design experiments in authentic settings, Mishra and Koehler (2006) provided the underpinnings of a theoretical foundation for instructional technology referred to as Technological Pedagogical Content Knowledge (TPCK). This framework evolved from the earlier works of Shulman (1986, 1987) on “pedagogical content knowledge” (PCK). Similarly, in 2005, Guerrero defined one of the first theoretical underpinnings of this practice capturing the phrase ‘pedagogical technology knowledge,’ or PTK. In her work, she revealed a missing construct in the field of teacher education, the knowledge and practical application of technology, “…in support of teacher instruction and student learning (p250).” In a qualitative case study approach, Brantley-Dias, Kinuthia, Shoffner, de Castro, & Rigole (2007), instructed and evaluated preservice teachers who attempted to incorporate the concepts of PCK borrowing from the work of Shulman (1986, 1987) and Shulman and Shulman (2004) and technology integration in a problem solving contexts. From this research, Brantley-Dias et al (2007) adopted the term pedagogical technology integration content knowledge (PTICK). Terminology is emerging as research in the field of instructional technology evolves. Although the terminology varies somewhat, many of the concepts and related constructs are similar. Clearly researchers have borrowed heavily from the work of Shulman (1986, 1987). As a result, many of their theoretical foundations are similar. Mishra and Koehler (2006), Guerrero (2005), and Brantley-Dias et al (2007) recommend that effective teaching systematically integrates these essential elements: ** 1. Pedagogy ** : the art, science, or profession of teaching; //especially teaching (Merriam-Webster Dictionary Online)// ** 2. Knowledge ** (Content Knowledge): the fact or condition of having information or of being learned (//Merriam-Webster Dictionary Online)// ** 3. General Pedagogical Knowledge ** : deep knowledge about the processes and practices or methods of teaching and learning…. involved in all issues of students learning, classroom management, lesson plan development and implementation, and students evaluation (Mishra & Koehler, 2005, p1026) ** 4. Pedagogical Content Knowledge ** : ability to transmit content knowledge in a meaningful way (pedagogy) to a receiver (student) whereby that knowledge is effectively assimilated ** 5. Technology Knowledge ** : the skills required to operate and use operating systems and computer hardware including standard sets of software tools such as word processors, spreadsheets, browsers, e-mail, digital technologies, and how to set up and remove peripheral devices. (Mishra & Koehler, 2005, p1027) ** 6. Pedagogical Content Knowledge + Technology Integration ** : a. technical procedural knowledge: knowing about and being able to operate the technology (Brantley-Dias et al, 2007 p143) b. technology integration conceptual knowledge: integrated concepts, principles, strategies and ideas behind effective uses of technology for teaching and learning (Brantley-Dias et al, 2007 p143) Mishra and Koehler (2006) make a strong argument for a separate construct related to Technological Pedagogical Content Knowledge (TPCK). The authors contend that current discussions regarding technology integration mirror Shulman’s original argument for a separate and distinct set of knowledge (PCK) relating to an educator’s awareness and ability to transmit content knowledge in a meaningful way (pedagogy) to a receiver (student) whereby that knowledge could be effectively assimilated (PCK). They maintain that technology is currently considered a separate and distinct construct; therefore many teacher training programs emphasize instruction in hardware and software to the demise of PCK and TPCK. Guerrero (2005) reflects similar findings in her research. However, Mishra and Koehler (2005) in the spirit of Shulman’s concept of interconnected knowledge advance three new and distinct constructs for consideration in the development of the theory of instructional technology integration: 1) TCK: technological content knowledge; 2) TPK: technological pedagogical knowledge; and 3) TPCK: technological pedagogical content knowledge. Thus, “Quality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy, and using this understanding to develop appropriate, context-specific strategies and representations” (Mishra & Koehler, 2006, p 1029).