Slide 1: As technology continues to advance at a rapid rate, it has become

increasingly crucial for educators to incorporate it into their teaching practices.

Models of technology integration provide a structured method for incorporating digital
tools and resources into the classroom, ensuring that they are used to enhance
student learning and engagement. By the conclusion of this lesson, you will have a
greater understanding of how to effectively integrate technology into your teaching
practices and how to use it to promote student learning and success.
Slide 2: There are many, many technology integration models that are used by
different groups. Some models are very popular while some are only used by very
small groups of people, and some are very similar to one another, while others are
very unique.
Technology integration models are theoretical models that are designed to help
teachers, researchers, and others in the education field to think about technology
integration in meaningful ways.

Slide 3: TPACK is a technology integration framework that identifies three types of

knowledge instructors need to combine to be able to integrate technology
successfully.

Technological Knowledge (TK): This refers to knowledge about how to use

technology effectively.

*This refers to knowledge about the use of technology, including understanding

different tools, software, and hardware available for educational purposes.

Example: knowing how to use interactive whiteboards, educational apps, create

online quizzes, gmeet, google form, projector, ppt, simulation (tinkercad) or
multimedia resources in the classroom.
Pedagogical Knowledge (PK): Pedagogical knowledge involves understanding
different teaching methods, strategies, and approaches that facilitate effective
learning. It includes knowledge about how students learn, how to design effective
learning activities, and how to assess student understanding.

Pedagogical knowledge refers to the teacher's knowledge regarding his teaching

method and learning about different processes and practices. In simple terms, it
means how the teacher who has knowledge about the subject will convey that
knowledge and content to the students.

Example: knowing how to facilitate group discussions, implement cooperative

learning activities, conduct hands-on experiments or provide constructive feedback
to meet the diverse needs of students.
Content Knowledge (CK): Content knowledge refers to expertise in the subject
matter being taught. It involves deep understanding, proficiency, and familiarity with
the concepts, theories, and principles within a particular discipline or content area.
This describes teachers’ own knowledge of the subject matter.
Example: a biology teacher would need strong content knowledge of genetics,
cellular biology, and ecology to effectively teach those topics to students.

Venn Diagram (Pangutan-on kung unsay napansin sa venn diagram).

These core knowledge domains, however, interact with and build on each other in
important and complicated ways.
Technological Pedagogical Knowledge (TPK): This refers to the knowledge of
how to effectively integrate technology into teaching practices. An example would be
using educational software to enhance student engagement during a lesson on
fractions in mathematics. An example of TPK might be a teacher using multimedia
presentations to engage students during a lesson or using educational apps to
provide interactive learning experiences.

It says that the teacher should have knowledge while adopting any technology and
which strategy of pedagogy can be used in the classroom while teaching.
Technological Content Knowledge (TCK): This involves understanding how
technology can be used to represent and present content in meaningful ways. For
instance, creating digital simulations to help students understand complex scientific
concepts like gravity or chemical reactions.

It says that the teacher should have deep knowledge of the subject matter, and he
should also know which technological method he can use to teach the subject matter
to the students effectively.
Pedagogical Content Knowledge (PCK): This is the knowledge of how to teach a
particular subject matter in ways that make it comprehensible and engaging for
students. An example of PCK would be using hands-on experiments and real-world
examples to teach physics concepts such as motion and forces.

PCK means that the teacher has the knowledge of the subject matter and also has
the knowledge of different ways to represent that subject matter to the students.

The center of the diagram, otherwise known as TPACK, represents a full

understanding of how to teach with technology.
But TPACK shows us that there’s a relationship between technology, content, and
pedagogy, and the purposeful blending of them is key.
TPACK Overall Realization: It suggests that effective technology integration
requires a deep understanding of how these three components interact. Educators
must know not only their subject matter but also how to teach it effectively using
appropriate pedagogical techniques and technology tools.
TPACK goes on to explain that when we try to integrate technology into a classroom
setting, we are not merely using technological knowledge, but rather, we are merging
technological knowledge with pedagogical content knowledge to produce something
new. From this, educators need to recognize that merely using technology in a
classroom is not sufficient to produce truly meaningful technology integration.
Rather, teachers must understand how technology, pedagogy, and content
knowledge interact with one another to produce a learning experience that is
meaningful for students in specific situations.

Intersect- it’s a junction where two or more things converge, diverge, meet, or cross,
join.
Integration- the action or process of combining two or more things in an effective
way.
Incorporate- to include or integrate a part into the whole. Incorporate is a more active
version of the word "include"; if you incorporate, you are adding something to the
mix.