Lesson 2

TPACK as a Framework for Technology-

Driven Teaching and Learning
 What is TPACK?

TPACK is a framework that combines the teacher’s three

knowledge areas: technological knowledge, content
knowledge, and pedagogical knowledge. This framework
shows the interconnectedness of content knowledge
with pedagogical knowledge and the integration of
technology in main teaching more engaging, relevant
and effective.
 What is TPACK?

Technological Knowledge (TK) – This describes

teacher’s knowledge of, and ability to use, various
technologies, technological tools, and associated
resources.
 What is TPACK?

CK is content knowledge. It is the ‘what’ -

understanding of the content such as language
arts, math, science, history among others.
 What is TPACK?

Pedagogical Knowledge (PK) is the ‘how’. It is the

expert’s knowledge in the science of teaching from
educational and learning theories to individual
differences to strategies and techniques as well as
assessment of learning
 What is TPACK?

The intersection of the pedagogical and content areas of

knowledge is the PCK. This is how much competencies
the teachers have in making the students learn concepts
and skills. This includes the knowledge of how to use
techniques that can meaningfully address different
learning styles while supporting content with deeper
understanding. Schulman (2008) considers this teaching
at its best.
TPACK, shown below, is a useful model for educators as
they begin to use digital tools and strategies to support
teaching and learning. This model, developed by
educational researchers Mishra and Kohler (2006), is
designed around the idea that content (what you teach)
and pedagogy (how you teach) must be the basis for any
technology that you plan to use in your classroom to
enhance learning.
 EXPLAINATION

The circles in the TPACK diagram represent content

knowledge, pedagogical knowledge, and technical
knowledge. The areas where the circles overlap — where
the three kinds of knowledge combine — can be
explained as follows:
Pedagogical Content Knowledge (PCK) is the knowledge
that teachers have about their content and the
knowledge that they have about how teach that specific
content. First identified by Shulman in 1986, we can see
evidence of PCK as we consider the different strategies
that science teachers use as compared to the strategies
used by language arts teachers, or teaching strategies
used by art teachers as opposed to teachers of
mathematics. This specialized knowledge allows teachers
to use the most effective methods for teaching specific
content.
Technological Pedagogical Knowledge (TPK) is the set of
skills, identified by Mishra and Kohler in 2006, which
teachers develop to identify the best technology to support
a particular pedagogical approach. For instance, if you want
your students to work in collaborative groups (pedagogy)
you might choose to have them share their learning in a
wiki (a digital tool that is collaborative) or communicate
what they have learned in a multimodal presentation using
for example, PowerPoint, Glogster or Prezi (digital tools
that allow students to present what they know).
Technological Content Knowledge (TCK) is the set of
skills, also identified by Mishra and Kohler in 2006,
which teachers acquire to help identify the best
technologies to support their students as they learn
content. For instance if you wanted your students to
recognize and understand the sequence of steps leading
up to a hurricane (content) you would look for online
hurricane tracking sites, allow them to find photographs
that represented the formation of hurricanes and have
them document the different stages in a timeline.
 SAMR
Another important model in the integration of technology in instruction is
SAMR.SAMR is a model designed to help educators infuse technology into
teaching and learning. Developed by Dr. Ruben Puentedura, the model
supports and enables tachers to design develop, and infuse digital learning
experiences that utilize technology (Nove. 9 , 2013)

SAMR is a framework through which you can assess and evaluate the
technology you use in your class. Here is how the video below shared by
 Candace M explains the SAMR's four levels:
 SAMR

Substitution -In a substitution level, teachers or

students are only using new technology tools to
replace old ones, for instance, using Google Docs to
replace Microsoft Word. the task ( writing) is the
same but the tools are different.
 SAMR

Augmentation -Though it is a different level, but we are

still in the substitution mentality but this time with added
functionalities. Again using the example of Google docs,
instead of only writing a document and having to manually
save it and share it with others, Google Docs provides extra
services like auto saving, auto syncing, and auto sharing in
the cloud.
 SAMR

Modification - This is the level where technology is being

used more effectively not to do the same task using
different tools but to redesign new parts of the task and
transform students learning. An example of this is using
the commenting service in Google Docs, for instance, to
collaborate and share feedback on a given task
 SAMR
Redefinition - If you are to place this level in Blooms revised
taxonomy pyramid, it would probably correspond to synthesis and
evaluation as being the highest order thinking skills. "Redefinition
means that students use technology to create imperceptibly new
tasks. As is shown in the video below an example of redefinition is
"when students connect to a classroom across the world where
they would each write a narrative of the same historical event
using the chat and comment section to discuss the differences,
and they use the voice comments to discuss the differences they
noticed and then embed this in the class website".
 Summary
TPACK is a framework that combines the teacher’s three
knowledge areas: technological knowledge, content
knowledge, and pedagogical knowledge.

Another is SAMR Model as a frameworks in integrating

technology in the practice of teaching. It is a model
designed to help educators infuse technology into
technology into teaching and learning.