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.
Technological Knowledge (TK)
 Technological Knowledge (TK)

Technological Knowledge (TK) – This describes

teacher’s knowledge of, and ability to use,
various technologies, technological tools, and
associated resources.
Content knowledge (CK)
 Content knowledge (CK)

Content knowledge. It is the ‘what’ -

understanding of the content such as
language arts, math, science, history
among others.
Pedagogical Knowledge (PK)
 Pedagogical Knowledge (PK)

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
 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
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
 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 teachers 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.
END