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Lesson 9 - TPACK as a Framework for Technology-Driven Teaching and Learning

The document discusses TPACK, a framework that integrates technological, pedagogical, and content knowledge to enhance teaching and learning in the 21st century. It also introduces the SAMR model, which helps educators incorporate technology into their teaching practices by categorizing technology use into four levels: Substitution, Augmentation, Modification, and Redefinition. Both frameworks emphasize the importance of blending knowledge areas to create engaging and relevant learning experiences for students.

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14 views

Lesson 9 - TPACK as a Framework for Technology-Driven Teaching and Learning

The document discusses TPACK, a framework that integrates technological, pedagogical, and content knowledge to enhance teaching and learning in the 21st century. It also introduces the SAMR model, which helps educators incorporate technology into their teaching practices by categorizing technology use into four levels: Substitution, Augmentation, Modification, and Redefinition. Both frameworks emphasize the importance of blending knowledge areas to create engaging and relevant learning experiences for students.

Uploaded by

barangaypugon.sfq
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© © All Rights Reserved
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Lesson 9: TPACK as a Framework for Technology-Driven Teaching and Learning

PCK
• Shulman’s (2008) Pedagogical Content Knowledge (PCK) is a framework which involves
the teacher’s 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.
• Mishra and Koehler (2006) continued to build upon Shulman’s PCK and incorporated
technology hence, TPACK.

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 making teaching more engaging, relevant,
and effective.
• It looks at how these knowledge areas intercept or work together to increase students’
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 a theoretical
model describing the capability of the 21st century teacher.
• To be relevant to the learners today, the teachers should be able to blend his knowledge and
capability in the content of discipline.

CK (Content Knowledge) is the ‘What’ – understanding of the content such as language arts,
math, science, history. This is composed of facts, concepts, theories or principles in a given
discipline.

PK (Pedagogical Knowledge) 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 method and appropriate strategies.

• 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 the techniques that can meaningfully address
different learning styles while supporting content with deeper understanding.
• The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is
relevant to 21st century teaching.

This is the TK (Technological Knowledge) – the teachers’ 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.

TCK (Technological-Content Knowledge) - when technology is used in a specific subject area


to enrich and deepen student’s understanding of content.
TCK example: to deepen student’s understanding of a concept or are of study, students can gather
information and collect data and evidence using technology tools and present these information
using an application.

TPK (Technology-Pedagogical Knowledge) – knowing how to select, use or develop technology


to manage student learning. As a teacher, using appropriate technology to ensure effective
instruction is TPK
• Example question: Who will use collaborative tools that will allow students to work
together and share information?

TPACK is about what teachers know, how they teach and how technology is used in the
delivery of the lesson to make it more engaging and making learning more relevant to the 21st
century. TPACK will start with content and then pedagogy and technology. It is not about the
technology tool but it is the right blend of the three knowledge areas. A balanced and collaborative
functions of the varied activities manifesting teacher’s competencies.

TPACK Model
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 teachers to design, develop,
and infuse digital learning experience that technology. (Nov. 9, 2013)

S stands for Substitution. It is literally using technology as an alternate for the regular item that
is employed in augmenting or assisting instruction.
Example: instead of using a map or a globe in teaching geography, teachers can use Google Map
or Google Earth

A stands for Augmentation. There is a functional improvement in the use of a technology tool.
Example: with the Google Map, you can use the features available such as measuring the distance
from one point to another.

M stands for Modification. Technology is used to redesign a lesson.


Example: when studying geography, google applications have panorama. Using this, you can guide
students to start uploading their own pictures or places they may have visited online.

R stands for Redefinition. It is the idea of creating something from the regular item. Technology
allows the creation of a new concept that has not been previously conceptualized. Puentedura
labels this as the transformation of learning. Students are given the opportunity to create an output
based on what they know and learned using a technology tool or application.

SAMR Model
SAMR Model in relation to Bloom’s Revised Taxonomy

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