CONTENT PEDAGOGY TECHNOLOGY

Teaching content refers to the Pedagogy refers to a teacher's Technology is an opportunity

material used in class or to
construct a lesson plan. This
content can include
newspapers, books, podcasts,
and puzzles. The goal of this
content is to promote learning.
approach, teaching style,
theories, feedback, and
assessments, influencing how
they deliver the curriculum to
the class.
UNIT III TPACK
for teachers to differentiate
instruction to modify
information for the appropriate
learning capabilities of their
students. The use of
technology can also allow
students to work at their own
paces.

HISTORY OF TPACK
The TPACK model, developed by Punya Mishra and Matthew J. Koehler in 2006, combines
technology with pedagogical content knowledge to improve teacher knowledge. The model, based
on Lee S. Shulman's work, suggests that effective teachers overlap these knowledge sets, creating
a pedagogical content knowledge (PCK). Mishra and Koehler discovered that technological
knowledge was often treated as separate from PCK, leading to the creation of TPACK,
emphasizing the connections, interactions, and constraints teachers work with in all three
knowledge areas.
WHAT IS TPACK?
Technology enhances students' understanding and collaboration, but many teachers face
challenges in implementing it in their classrooms due to cost, access, time, and lack of knowledge
on how to effectively use technology across diverse subjects.
TPACK, a principle that has been influential for 12 years, acknowledges the dynamic relationship
between content, pedagogy, and technology in different educational contexts. It allows for
adaptability to individual educators, grade levels, and class demographics, ensuring that no single
approach is universally applicable.
This adaptability can be seen in the various intersections and relationships already embodied in
the TPACK acronym.
 COMPONENTS OF TPACK

CONTENT KNOWLEDGE (CK) – CK refers to teachers' knowledge of subject matter,

including concepts, theories, evidence, and best practices, and varies by discipline and grade
level.
PEDAGOGICAL KNOWLEDGE (PK) – PK refers to teachers' understanding of teaching
practices, processes, and methods, including education purposes, values, and aims, and may
apply to specific areas like student learning styles.
TECHNOLOGICAL KNOWLEDGE (TK) – Teachers' knowledge and ability to use various
technologies, tools, and resources is crucial for effective teaching, recognizing its potential, and
continually adapting to new technology offerings.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK) – PCK enhances teaching practices by
fostering stronger connections between content and pedagogy, promoting learning and
enhancing connections between pedagogy and curriculum development, varying by grade level
and subject matter.
TECHNOLOGICAL CONTENT KNOWLEDGE (TCK) – Teachers' understanding of
technology and content influences and pushes each other is crucial in teaching, as they
must consider the best edtech tools for specific subject matters or classrooms.
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE (TPK) – Teachers' understanding of
technology's impact on teaching and learning experiences, and its appropriate deployment
alongside pedagogy, is crucial for effective lesson development.
TPACK is the result of these various combinations and interests, drawing from them – and from
the three larger underlying areas of content, pedagogy, and technology – to create an effective
basis for teaching using educational technology. For teachers to make effective use of the TPACK
framework, they should be open to certain key ideas, including:
 concepts from the content being taught can be represented using technology,
 pedagogical techniques can communicate content in different ways using technology,
 different content concepts require different skill levels from students, and edtech can help
address some of these requirements,
 students come into the classroom with different backgrounds – including prior educational
experience and exposure to technology – and lessons utilizing edtech should account for
this possibility,
 educational technology can be used in tandem with students’ existing knowledge, helping
them either strengthen prior epistemologies or develop new ones.
The TPACK framework helps teachers integrate educational technology into
classrooms by identifying necessary knowledge types and cultivating them, impacting training
and professional development offerings. It emphasizes content-driven, pedagogically-sound, and
technologically forward thinking.

HOW DOES IT IMPACT TEACHING AND LEARNING WITH TECHNOLOGY?

Technology is often treated as separate from teaching and learning, leading to four problems:
rapid changes in technology, software designed for business purposes, situational classrooms, and
a focus on "what" rather than "how." Mishra and Koehler argue that this separation hinders
students from learning the content of the class, as teachers cannot adjust lessons to meet specific
student needs. Additionally, keeping technology separate emphasizes "what" rather than "how,"
making lessons more focused on technology usage and skills.

HOW CAN TPACK BE USED IN THE CLASSROOM?

TPACK framework can help integrate technology into classroom content and pedagogy, improving
student learning. Judith B. Harris and Mark J. Hofer's article outlines a planning process that
includes learning outcomes, activity types, and technologies. This approach combines subject
knowledge with pedagogical knowledge, making the best learning environment for students.

IMPLICATIONS OF THE TPACK FRAMEWORK

The TPACK framework integrates technology into teaching, improving teaching techniques,
promoting professional development, and fostering connections between technology, content, and
pedagogy in classroom.

References

 Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework
for integrating technology in teachers’ knowledge. Teachers College Record, 108 (6), 1017–1054
 Canada, M. H. (2021, May 13). What is TPACK theory and how can it be used in the classroom?
McGraw Hill Canada. https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-
used-in-the-classroom/
 Hofer, M., & Harris, J.(2011, February). Social studies learning activity types. Retrieved from
College of William and Mary, School of Education, Learning Activity Types Wiki:
http://activitytypes.wm.edu/SocialStudiesLearningATs-Feb2011.pdfPrepared by:

PREPARED BY:

JANZ FRANCIS KHYLE ARELLANO BSED 2 SOCIAL STUDIES