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What Is Technological Pedagogical Content Knowledge?: Instructor: Pedro P. Raymunde JR., LPT, MAED

Technological Pedagogical Content Knowledge (TPACK) is a framework for teacher knowledge needed for technology integration. It consists of three main components - content knowledge, pedagogical knowledge, and technological knowledge, as well as the intersections between them. Effective technology use requires an understanding of how technology and pedagogy interact with specific subject matter. The TPACK framework helps address the complex relationships between these knowledge domains when teaching with technology.

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Joyce Crystal D. Cagadas
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198 views17 pages

What Is Technological Pedagogical Content Knowledge?: Instructor: Pedro P. Raymunde JR., LPT, MAED

Technological Pedagogical Content Knowledge (TPACK) is a framework for teacher knowledge needed for technology integration. It consists of three main components - content knowledge, pedagogical knowledge, and technological knowledge, as well as the intersections between them. Effective technology use requires an understanding of how technology and pedagogy interact with specific subject matter. The TPACK framework helps address the complex relationships between these knowledge domains when teaching with technology.

Uploaded by

Joyce Crystal D. Cagadas
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPTX, PDF, TXT or read online on Scribd
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What Is

Technological
Pedagogical Content
Knowledge?
Instructor: Pedro P. Raymunde Jr., LPT, MAED
 Teaching with technology is complicated
further considering the challenges newer
technologies present to teachers. In our work,
the word technology applies equally to analog
and digital, as well as new and old,
technologies. As a matter of practical
significance, however, most of the
technologies under consideration in current
literature are newer and digital and have some
inherent properties that make applying them
in straightforward ways difficult.
 Also complicating teaching with technology is
an understanding that technologies are
neither neutral nor unbiased. Rather,
particular technologies have their own
propensities, potentials, affordances, and
constraints that make them more suitable for
certain tasks than others (Bromley, 1998;
Bruce, 1993; Koehler & Mishra, 2008).
 Social and contextual factors also complicate
the relationships between teaching and
technology. Social and institutional contexts
are often unsupportive of teachers’ efforts to
integrate technology use into their work.
AN APPROACH TO THINKING ABOUT
TECHNOLOGY INTEGRATION
 Faced with these challenges, how can
teachers integrate technology into their
teaching? An approach is needed that treats
teaching as an interaction between what
teachers know and how they apply what they
know in the unique circumstances or contexts
within their classrooms.
 At the heart of good teaching with technology
are three core components: content,
pedagogy, and technology, plus the
relationships among and between them.
THE TPACK FRAMEWORK
CONTENT KNOWLEDGE
 Content knowledge (CK) is teachers’
knowledge about the subject matter to be
learned or taught. The content to be covered
in middle school science or history is
different from the content to be covered in an
undergraduate course on art appreciation or
a graduate seminar on astrophysics.
Knowledge of content is of critical importance
for teachers.
PEDAGOGICAL KNOWLEDGE
 Pedagogical knowledge (PK) is teachers’ deep
knowledge about the processes and practices
or methods of teaching and learning. They
encompass, among other things, overall
educational purposes, values, and aims.
PEDAGOGICAL CONTENT
KNOWLEDGE
 PCK is consistent with and similar to Shulman’s
idea of knowledge of pedagogy that is applicable
to the teaching of specific content. Central to
Shulman’s conceptualization of PCK is the notion
of the transformation of the subject matter for
teaching. Specifically, according to Shulman
(1986), this transformation occurs as the teacher
interprets the subject matter, finds multiple
ways to represent it, and adapts and tailors the
instructional materials to alternative conceptions
and students’ prior knowledge. .
TECHNOLOGY KNOWLEDGE
 Technology knowledge (TK) is always in a state
of flux—more so than the other two core
knowledge domains in the TPACK framework
(pedagogy and content). Thus, defining it is
notoriously difficult. Any definition of
technology knowledge is in danger of
becoming outdated by the time this text has
been published. That said, certain ways of
thinking about and working with technology
can apply to all technology tools and
resources.
TECHNOLOGICAL CONTENT
KNOWLEDGE
 TCK, then, is an understanding of the manner
in which technology and content influence
and constrain one another. Teachers need to
master more than the subject matter they
teach; they must also have a deep
understanding of the manner in which the
subject matter (or the kinds of
representations that can be constructed) can
be changed by the application of particular
technologies.
TECHNOLOGICAL PEDAGOGICAL
KNOWLEDGE
 TPK is an understanding of how teaching and
learning can change when particular
technologies are used in particular ways. This
includes knowing the pedagogical affordances
and constraints of a range of technological
tools as they relate to disciplinarily and
developmentally appropriate pedagogical
designs and strategies. To build TPK, a deeper
understanding of the constraints and
affordances of technologies and the disciplinary
contexts within which they function is needed.
TECHNOLOGY, PEDAGOGY, CONTENT
KNOWLEDGE
 TPACK is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of
what makes concepts difficult or easy to learn and
how technology can help redress some of the
problems that students face; knowledge of
students’ prior knowledge and theories of
epistemology; and knowledge of how technologies
can be used to build on existing knowledge to
develop new epistemologies or strengthen old ones.
IMPLICATIONS ON THE TPACK
FRAMEWORK
 We have argued that teaching is a complex, ill-
structured domain. Underlying this complexity,
however, are three key components of teacher
knowledge: understanding of content,
understanding of teaching, and understanding
of technology. The complexity of technology
integration comes from an appreciation of the
rich connections of knowledge among these
three components and the complex ways in
which these are applied in multifaceted and
dynamic classroom contexts.
 TPACK framework offers several possibilities
for promoting research in teacher education,
teacher professional development, and
teachers’ use of technology.
ACTIVITY # 3
 THROUGH GOOGLE FORM

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