TPCK: What happens when the 'T' is also the 'C'?

The Technological Pedagogical Content Knowledge (TPCK) framework developed by Mishra and Koehler has received ongoing attention since its introduction in 2006. It is seen by many as most useful when considering teaching practice, and the development of pre-service and in-service teachers. The intention of this paper is to make a contribution to thinking around and understanding of the TPCK framework, particularly in relation to technology and teaching in the technology discipline. An aspect of this is the definition and conception of technology presented in the framework. It is suggested that especially in the case of technology education, there is benefit in considering and exploring broader and specific notions of technology to gain a fuller conception of what the 'T' in TPCK might include. Considering features and differences of the range of areas within the technology teaching area is a useful way to examine possibilities and implications of such.Also viewed as important and of interest in relation to the technology discipline is the potential of the 'T' also being the 'C' within the TPCK model for technology teachers. It is suggested that these points have relevance and raise possibilities and implications for pre-service and in-service technology teacher training and development.