The TPACK framework connects technology to curriculum content and specific pedagogical approaches and describes how teachers’ understandings of these three knowledge bases can interact with one another to produce effective discipline-based teaching with educational technologies. In this framework (see figure), there are three independent components of teachers’ knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and Technological Knowledge (TK). Content Knowledge refers to the knowledge about the subject matter that is to be learned or taught. Pedagogical Knowledge refers to the knowledge about the methods of teaching. Technological Knowledge refers to the knowledge about both the standard technologies and more advanced technologies, ranging from chalk and blackboard to digital media. Equally important within this framework are the interactions among these bodies of knowledge represented as Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). At the highest level of interaction, the Technological and Pedagogical Content Knowledge (TPACK) refers to the knowledge that emerges from an understanding of an interaction of content, pedagogy, and technology knowledge (Mishra & Koehler, 2006; Koehler & Mishra, 2008).