URDANETA CITY College of Teacher Education

UNIVERSITY
Owned and operated by the City Government of Urdaneta

TPACK
(Technological, Pedagogical,
and Content Knowledge)

A Written Report by:

SINCO WILLIAM ANDREI T.

GONZAGA LALAINE JOANNE G.
DE GUZMAN LYKA MAE P.

(E299)

1st Semester A.Y. 2022-2023

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UNIVERSITY
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Owned and operated by the City Government of Urdaneta

TPACK (Technology Pedagogy and Content Knowledge)

INTRODUCTION

Technological Pedagogical Content Knowledge (TPACK) is a theory that was developed

to explain the set of knowledge that teachers need to teach our students a subject, effective

teaching, pedagogy, content of the area, and the use of technology. Attempts to identify the

nature of knowledge required by teachers for technology integration in teaching, while

addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK

framework extends.

This paper will explain the complex relationship between content, pedagogy and

technology knowledge and how these knowledge domains intersect to create the new kinds of

knowledge needed to support online teaching and learning. TPACK as a model of technological

integration explores teachers’ comprehension of how ICT can be used as pedagogical tool in

teaching and learning. The basis of TPACK is to create effective teaching with technology.

CONCEPT
EXPLORATION

What is TPACK? Technological

pedagogical content knowledge is an

understanding that emerges from

interactions among content, pedagogy,

and technology knowledge. Underlying

truly meaningful and deeply skilled

teaching with technology, TPACK is

different from knowledge of all three concepts individually. The advantage to using

TPACK is that the model is very easy to understand but also easy to use for every

subject. And some of the benefits of TPACK allows teachers to design and implement

instruction that

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Owned and operated by the City Government of Urdaneta

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is responsive to the needs of students and makes learning more efficient, effective, and

engaging. There are 7 components of TPACK;

First we have TECHNOLOGY KNOWLEDGE this describes teachers’ knowledge of, and

ability to use, various technologies, technological tools, and associated resources. TK concerns

understanding edtech, considering its possibilities for a specific subject area or classroom,

learning to recognize when it will assist or impede learning, and continually learning and

adapting to new technology offerings.

CONTENT KNOWLEDGE this describes teachers’ own knowledge of the subject matter. CK

may include knowledge of concepts, theories, evidence, and organizational frameworks within a

particular subject matter; it may also include the field’s best practices and established

approaches to communicating this information to students.

PEDAGOGICAL KNOWLEDGE this describes teachers’ knowledge of the practices,

processes, and methods regarding teaching and learning. As a generic form of knowledge, PK

encompasses the purposes, values, and aims of education, and may apply to more specific areas

including the understanding of student learning styles, classroom management skills, lesson

planning, and assessments.

PEDAGOGICAL CONTENT KNOWLEDGE this describes teachers’ knowledge regarding

foundational areas of teaching and learning, including curricula development, student

assessment, and reporting results. PCK focuses on promoting learning and on tracing the links

among pedagogy and its supportive practices (curriculum, assessment, etc.).

TECHNOLOGICAL CONTENT KNOWLEDGE this describes teachers’ understanding of how

technology and content can both influence and push against each other. TCK involves

understanding how the subject matter can be communicated via different edtech offerings, and

considering which specific edtech tools might be best suited for specific subject matters or

classrooms.

TECHNOLOGY PEDAGOGICAL KNOWLEDGE this describes teachers’ understanding of how

particular technologies can change both the teaching and learning experiences by introducing

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UNIVERSITY
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pedagogical
and operated byaffordances and
the City Government constraints. Another aspect of TPK concerns understanding
of Urdaneta

how such tools can be deployed alongside pedagogy in ways that are appropriate to the

discipline and

the development of the lesson at hand. TPACK is the end result of these various combinations

and interests, drawing from them and from the three larger underlying areas of content,

pedagogy, and technology – in order to create an effective basis for teaching using educational

technology.

SUMMARY

 Technological Pedagogical Content Knowledge (TPACK) is an understanding that

emerges from interactions among content, pedagogy, and technology knowledge.

 Technology Knowledge (TK) this describes teachers’ knowledge of, and ability to use,

various technologies, technological tools, and associated resources.

 Content Knowledge (CK) this describes teachers’ own knowledge of the subject matter.

 Pedagogical Knowledge (PK) this describes teachers’ knowledge of the practices,

processes, and methods regarding teaching and learning.

 Pedagogical Content Knowledge (PCK) this describes teachers’ knowledge regarding

foundational areas of teaching and learning, including curricula development, student

assessment, and reporting results.

 Technological Content Knowledge (TCK) this describes teachers’ understanding of how

technology and content can both influence and push against each other.

 Technological Pedagogical Knowledge (TPK) this describes teachers’ understanding of

how particular technologies can change both the teaching and learning experiences by

introducing new pedagogical affordances and constraints.

REFERENCES

PED 4: Technology for Teaching and Learning 1

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URDANETA
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CITY
College of Teacher Education
UNIVERSITY
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Owned and operated by the City Government of Urdaneta
Koehler, Matthew J. (2007), “What Is Technological Pedagogical Content Knowledge?”
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Michigan State University; & Punya Mishra, Michigan State University.

https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-

pedagogicalcontent-knowledge/

Canada, McGraw Hill (2019), “What Is TPACK Theory and How Can It Be Used in the Classroom?”

Online Teaching. https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-

used-in-the-classroom/

Craig, Adam (2017), “The Importance of TPACK and why I am drawn to it” Medium.

https://medium.com/@AJ_Craig/the-importance-of-tpack-868c0ee44fc6

Kilbane and Milman (2014), “Benefits of TPACK” TPACK TOOLS: GOOGLE DOCS.

https://tpacktools.wordpress.com/2016/09/13/benefits-of-tpack/

Canada, McGraw Hill (2019), “What Is TPACK Theory and How Can It Be Used in the Classroom?”

Online Teaching. https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-

used-in-the-classroom/

Steenieweenie (2017) “Benefits of TPACK” steenieweeenie blogspot.

http://steenieweeenie.blogspot.com/2017/01/benefits-of-tpack.html

Dr. Kurt, Serhat (2018) “TPACK: Technological Pedagogical Content Knowledge Framework“

educational technology. https://educationaltechnology.net/technological-pedagogical-content-

knowledge-tpack-framework/

PED 4: Technology for Teaching and Learning 1

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MER
URDANETA
GEF CITY College of Teacher Education
ORM
UNIVERSITY
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Owned and operated by the City Government of Urdaneta

PED 4: Technology for Teaching and Learning 1