Lesson 2: TPACK as a Framework for Technology-Driven

Teaching and Learning

INTRODUCTION

As you prepare to be a teacher, how do you assess your content

knowledge of your specialization? In terms of your teaching skills,
what strategies or techniques do you use when teaching? If you will consider using a
technological tool when teaching, what would it be?
Shulman’s (2008) Pedagogical Content Knowledge is a framework which
involves the teachers’ competence in delivering the concepts being taught by
simplifying complex ones if needed or leading the students to study a concept more
deeply and extensively. This is made possible due to the teachers’ understanding of
the amount and the content structure of knowledge.
Mishra and Koehler (2006) continued to build upon Schulman’s PCK and
incorporated technology hence, TPACK.
The TPACK framework was introduced by Punya Mishra and Matthew J.
Koehler of Michigan State University in 2006. With it, they identified three primary
forms of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), and
Technological Knowledge (TK).

ACTIVITY

Watch this Video “TPACK in 3 Minutes”. And answer the question

below.

“TPACK in 3 Minutes”
https://www.youtube.com/watch?v=0wGpSaTzW58
1. What are the salient features of the TPACK model as shown in the video? Make
a sketch or drawing showing the salient features of the TPACK model.
 ANALYSIS

Answer the following questions briefly.

1. As illustrated in the video and your drawing in the activity, describe the
relationship of pedagogical knowledge with content knowledge.

2. As illustrated in the video and your drawing in the activity, describe the
relationship of technological knowledge with content knowledge.

3. As illustrated in the video and your drawing in the activity, describe the
relationship of technological knowledge with pedagogical knowledge.
 ABSTRACTION

What is TPACK?

TPACK is a framework that combines the teachers 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 making teaching more
engaging, relevant and effective. It
looks at how these knowledge areas
intercept or work together to increase
student’s motivation and make the
content more accessibly engaging to
students. This framework has
significantly influenced practices in
teaching as a result of research.

The Technological, Pedagogical and

Content Knowledge known as TPACK
is theoretical model describing the capability of the 21st century teacher. To be
relevant to the learners of today, the teacher should be able to blend his knowledge
and capability in the content of the discipline.

CK is content knowledge. It is the ‘what’ – understanding of the content

such as language arts, math science, and history among others. This is composed of
facts, concepts, theories or principles in a given discipline. 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. The teachers need to possess the
capability to handle learning through effective methods and appropriate strategies.

The intersection of the pedagogical and content areas of knowledge is the

PCK. This how much competencies the teachers have in making the students learn
concepts and skills. This includes the knowledge of how use techniques that can
meaningfully address different learning styles while supporting content with deeper
understanding Schulman (2008) considers this teaching at its best.

The incorporation of technology knowledge into PCK by Mishra and Koehler

(2006) is relevant to 21st century teaching. This is the TK or the technological
knowledge. This is the teacher’s knowledge on how to select, use and integrate
these tools in the teaching and learning context. This is not only about the tools but
also about the quality of content that students can access through appropriate
applications and sites.

When technology is used in a specific subject area to enrich and deepen

students understanding of content, this is the intersection called TCK or
Technological-Content Knowledge. For example, to deepen students
understanding of a concept or area of study, students can gather information and
collect data and evidence using technology tools and present these information
using an application.

Furthermore, TPK which is Technology- Pedagogical Knowledge is

knowing how to select, use or develop technology to manage student learning. For
example, who will use collaborative tools that will allow students to work together
and share information? How will you use an application that will allow students to
creatively share their well-researched project in class or to others outside of the
school? If they need to communicate with an expert in the industry, what tools can
they employ so that they may be able to interview the right expert who can assist
them in their capstone project? As a teacher, using the appropriate technology to
ensure effective instruction is TPK.

It allows student to learn content through digital tools. They can document and
record evidence and plot out a strategy using a collaborative tool where the group
can discuss their action plan while in or out of school. The drawn plan can be
presented using a productivity tool (i.e. powerpoint presentation or a digital story) to
pertinent persons for feedback. Once approved and given support, the project can
now proceed to the next level-implementation stages.

The intersection of all knowledge areas is known as the TPACK. So,

Technological, Pedagogical and Content Knowledge or TPACK is about what
teachers know, how they teach and how technology is used in the delivery of the
lesson to make it more relevant in the 21st century.

In conclusion, TPACK will start with content and then and then pedagogy and
layer in technology. Sometimes, you might get excited about the technological tool
and design a lesson around it. Remember, it is NOT, about the technology tool but it
is the right blend of the three knowledge areas.

Look at the diagram below. You’ll notice that the three primary forms of
knowledge are not entirely separate. In fact, the intersections of each are critical
because they represent deeper levels of understanding.
 Image based on the original on TPACK.org

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

understanding of how to teach with technology. Keep in mind that this is not the
same as having knowledge of each of the three primary concepts individually.
Instead, the point of TPACK is to understand how to use technology to teach
concepts in a way that enhances student learning experiences.

Let’s say, for example, that you deliver content to your students via your
learning management system (LMS). Even if you have sufficient knowledge of the
content you’re teaching (CK) and of your LMS (TK), you might still subject your
students to an entire online course of text-based PDFs.

While this is an adequate display of both content and technical knowledge,

you could argue that it is not enhancing the learning experience. However, if you
recognized how your content could be presented in more interactive and
engaging digital mediums—e.g., video, class discussion, game, etc.—and you knew
how to make that happen via your LMS, then you just leveled up to Technical
Content Knowledge (TCK).

Why is TPACK Important?

Most instructors and administrators recognize the benefits technology can

have in the classroom—whether that be preparing students for a technology-driven
world or helping to simplify course, school, and district management. But too many
view technology as a silver bullet to the challenges they face. It’s sometimes
assumed, consciously or not, that the mere presence of digital tools will improve
education.

This is exactly why the TPACK framework is important. It’s easy to think that
adding a great LMS to your class strategy is going to enhance learning. But TPACK
shows us that there’s a relationship between technology, content, and
pedagogy, and the purposeful blending of them is key.
If nothing else, TPACK can be a helpful mantra urging you to step back and
look at your whole strategy and the nuanced connections between all of its moving
parts.

An example of How to incorporate the TPACK Framework in your lesson

Now that you know what the TPACK framework is and why it’s important, let’s
look at how it can be applied in the classroom. Below is an example of how you can
us your technological, pedagogical content knowledge to enhance a lesson.

The Original Lesson Plan explained

Imagine you are a Grade 7 life sciences teacher. The topic is “cell anatomy.”
Your objectives are to describe the anatomy of animal cells and explain how the
organelles work as a system to carry out the necessary functions of the cell.

The traditional strategies or activities might go as follows:

1. Walk through the cell’s anatomy and the basic functions of each organelle,
referencing the diagram in the textbook
2. Break the class into small groups. Task each group with labeling their own
diagram of cell anatomy and researching a single process to present to the class
later on. You may want to choose the process for them to avoid duplicate
presentations.
3. Have each group present the cell process they researched to the class.

Got it? Okay. So how might the TPACK framework be used to enhance this
lesson?

Applying Technological, Pedagogical Content Knowledge to Your Lesson

As mentioned before, the TPACK framework is based on three primary forms of

knowledge. So your first step should be to understand your primary forms of
knowledge in the context of this lesson.

 Content Knowledge (CK)—what are you teaching and what is your own
knowledge of the subject? For this lesson, you’ll need a solid understanding of
cell anatomy and processes.

 Pedagogical Knowledge (PK)—how do your students learn best and what

instructional strategies do you need to meet their needs and the requirements of
 the lesson plan? In this case, you'll need to understand best practices for teaching
elementary school science and small group collaboration.

 Technological Knowledge (TK)—what digital tools are available to you, which

do you know well enough to use, and which would be most appropriate for the
lesson at hand? For this lesson, students will need to label a diagram and
present, so the ability to fill in blanks with an answer key, find images from the
internet, create slides, etc. are important.

Now that you’ve taken stock of your primary forms of knowledge, focus on
where they intersect. While the ultimate goal is to be viewing your lesson and
strategy through the lens of TPACK, or the center of the model where all primary
forms of knowledge blend together, taking a moment to consider the individual
relationships can be helpful.

 Pedagogical Content Knowledge (PCK)—understanding the best practices for

teaching specific content to your specific students.

 Technological Content Knowledge (TCK)—knowing how the digital tools

available that can enhance or transform the content, how it’s delivered to
students, and how your students can interact with it.

 Technological Pedagogical Knowledge (TPK)—understanding how to use

your digital tools as a vehicle to the learning outcomes and experiences you
want.

Now let’s weave all this technological, pedagogical content knowledge

(TPACK) together and enhance the activities of our original lesson plan. The ideas
below are examples of activities that can be added to the original list. Remember,
the goal is to be purposeful in applying each form of knowledge.

1. After walking through the different parts of a cell’s anatomy, break your students
into small groups and have them collaborate on completing a Check for
Understanding quiz via your LMS. Include an interactive question that provides a
diagram of a cell with blank labels and requires students to drag and drop the
proper labels in place from an answer key.

2. Give each group a device with recording capabilities. Have each member of the
group choose an organelle to personify, and have them record each other
explaining who they are (or which organelle they are) and why they are important
for the cell. Finally, have them upload their videos to a media album so your
students can watch each other’s videos on their own time and leave comments.

3. Instead of researching a cell process (e.g., cell respiration, energy production,

etc.) in one type of cell, have your students compare the process between animal
and plant cells and make conclusions regarding the differences they find. Require
each group to construct an artifact of their research by creating a one-page brief
in Google Drive or Microsoft OneDrive, a flowchart comparison, or a video
explanation. This can be turned in via an assignment in your LMS for credit.
4. Armed with their knowledge of cell anatomy, function, and processes, have your
students analyze the connections between different animals and plants in their
natural habitats. Have each group infer what might happen when one animal or
plant is placed in a habitat other than it's natural one. Each group should compile
evidence to make their case (articles, videos, etc.) using Padlet, Evernote, or
other similar tool.

Lesson Exercise:

Directions: Read the questions carefully and encircle the letter that
corresponds to the correct answer.

1. What does TK stand for in TPACK?

a. Technological Knowledge
b. Teacher Knowledge
c. Technologically Knowledge
d. Technically Knowledge
2. What TPACK is all about?
a. About what teacher know
b. How teacher teach
c. How technology is used
d. All-of-the-above
3. What knowledge area in the TPACK wherein it is about how much competencies
the teacher have in making the students learn?
a. CK
b. PCK
c. TPK
d. PK
4. This knowledge area, will deepen the student’s understanding of a concepts or
area of study, students can gather information and collect data and evidence
using technology tools and present these information using application.
a. TK
b. PCK
c. TCK
d. TPK
5. This knowledge area in TPACK, it will allow students to learn content through
digital tools.
a. TPK
b. TCK
c. TK
d. PCK
 APPLICATION

At this point, evaluate your personal capability in relation to the TPACK

Framework.

1. How does you TPACK look like? Encircle the letter of the figure that best suits
your own TPACK.

B.
A.
TK PK
TPK
TK TPK PK
TPACK
TCK PCK
TPACK
TCK PCK
CK

CK

B.
TK TPK PK

TPACK
TCK PCK

CK

2. Explain, why you think you are in that TPACK framework?

3. What will you do in order to have a balance picture of your TPACK framework?
 4 - Above 3 - Meets 2 - Approaching 1 - Below
CATEGORY
Standards Standards Standards Standards
Sentence All Most Scoring
sentencesRubrics
Most sentences are Most sentences
Structure sentences are well- well constructed, but are not well-
are well- constructed and there is no variation constructed or
constructe there is some is structure. varied.
d with varied sentence
varied structure in the
structure. essay.
Accuracy All Almost all Most supportive facts Most
supportive supportive and statistics are supportive
facts and facts and reported accurately. facts and
statistics are statistics are statistics were
reported reported inaccurately
accurately. accurately. reported.
Evidence All of the Most of the At least one of the Evidence and
and evidence and evidence and pieces examples are
Examples examples are examples are of evidence and NOT
specific, specific, relevant examples relevant AND/OR
relevant and and explanations is relevant and has are not
explanations are given that an explanation that explained.
are given that show how each shows how that
show how piece of evidence piece of evidence
each piece of supports the
supports the
evidence author\'s position.
supports the author\'s position.
author\'s
position.

EVALUATION
 Think of a lesson in elementary. Discuss how the lesson can be implemented
using the TPACK framework by answering the question/s in the table below.

Title of the Lesson:

Lesson Objectives:

Content Knowledge
(CK)—what are you
teaching and what is your
own knowledge of the
subject?

Pedagogical Knowledge
(PK)—how do your
students learn best and
what instructional strategies
do you need to meet their
needs and the
requirements of the lesson
plan?
Technological Knowledge
(TK)—what digital tools are
available to you, which do
you know well enough to
use, and which would be
most appropriate for the
lesson at hand?

Pedagogical Content
Knowledge
(PCK)—What specific
teaching strategies can
be applied with the topics
and the specific
students?

Technological Content
Knowledge
(TCK)—What are the
tools available that can
enhance or transform the
content? How these tools
delivered to students?
And how your students
can interact with it?

Technological
Pedagogical
Knowledge (TPK) —
how to use these digital
tools as a vehicle to the
learning outcomes and
experiences you want.

4 - Above 3 - Meets 2 - Approaching 1 - Below

CATEGORY
Standards Standards Standards Standards
Sentence All Most sentences Most sentences are Most sentences
Structure sentences are well- well constructed, but are not well-
are well- constructed and there is no variation constructed or
constructe there is some is structure. varied.
d with varied sentence
varied Scoring
structure in the Rubrics
structure. essay.
Accuracy All Almost all Most supportive facts Most
supportive supportive and statistics are supportive
facts and facts and reported accurately. facts and
statistics are statistics are statistics were
reported reported inaccurately
accurately. accurately. reported.
Evidence All of the Most of the At least one of the Evidence and
and evidence and evidence and pieces examples are
Examples examples are examples are of evidence and NOT
specific, specific, relevant examples relevant AND/OR
relevant and and explanations is relevant and has are not
explanations are given that an explanation that explained.
are given that show how each shows how that
show how piece of evidence piece of evidence
each piece of supports the
supports the
evidence author\'s position.
supports the author\'s position.
author\'s
position.