Republic of the Philippines

State Universities and Colleges

GUIMARAS STATE UNIVERSITY
Salvador Campus
Mclain, Buenavista Guimaras

TPACK as a Framework for Technology-

Driven Teaching and Learning

OBJECTIVES:
1. Integration of TPACK Principles in Lesson Plans
2. Enhance Student Engagement through TPACK Integration
3. Evaluate and Adjust TPACK Implementation for Continuous
Improvement

INTRODUCTION
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.
How the Concept Came About
The seminal piece on the TPACK model was written in 2006 by Punya
Mishra and Matthew J. Koehler in “Technological Pedagogical Content
Knowledge: A Framework for Teacher Knowledge.” They explain that their
theory comes after five years of studying teachers at all different grade
levels with design experiments to see how their classrooms operated.
They based their initial idea on Lee S. Shulman’s 1986 work “Those Who
Understand: Knowledge Growth in Teaching.”
First, Shulman discusses the usual idea of knowledge in teaching which is
that teachers have a set of content knowledge – specific knowledge about
the subject they are teaching – and a set of pedagogical knowledge –
knowledge about how to teach including specific teaching methods.
Shulman counters this and says that effective teachers overlap these two
knowledge sets, making a set of knowledge about how to effectively teach
their subject matter. He calls this pedagogical content knowledge or PCK.
Twenty years later, Mishra and Koehler saw that the biggest change
happening in education is the use of technology in the classroom. They
noticed that technological knowledge was treated as a set of knowledge
 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Salvador Campus
Mclain, Buenavista Guimaras

outside of and unconnected to PCK. After five years of research, Mishra

and Koehler created a new framework, TPACK, which adds technology to
pedagogical content knowledge and emphasizes the connections,
interactions, and constraints that teachers work with in all three of these
knowledge areas.

DISCUSSION
In this model (see Figure 1), there are three main components of teachers’
knowledge: content, pedagogy, and technology. Equally important to
the model are the interactions between and among these bodies of
knowledge, represented as PCK (pedagogical content knowledge), TCK
(technological content knowledge), TPK (technological pedagogical
knowledge), and TPACK.

Content
Knowledge (CK) is the 'what' - Understanding of the content such as
language arts, math, science, 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 method and appropriate strategies.
 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Salvador Campus
Mclain, Buenavista Guimaras

Technological Knowledge (TK) - This is 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.

Pedagogical Content knowledge (PCK) - This 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.
Technological-Content Knowledge (TCK) - Is when technology is used
in a specific subject area to enrich and deepen student's understating of
content. 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 this information using an
application.
Technology-Pedagogical Knowledge (TPK) - 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 stage.

TPACK is the end result of these various combinations and interests,

drawing from them – and from the three larger underlying areas of
content, pedagogy, and technology – in order to create an effective basis
for teaching using educational technology. In order for teachers to make
 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Salvador Campus
Mclain, Buenavista Guimaras

effective use of the TPACK framework, they should be open to certain key
ideas, including:
1. Concepts from the content being taught can be represented
using technology,
2. Pedagogical techniques can communicate content in different
ways using technology,
3. Different content concepts require different skill levels from
students, and edtech can help address some of these
requirements,
4. Students come into the classroom with different backgrounds –
including prior educational experience and exposure to
technology – and lessons utilizing edtech should account for this
possibility,
5. Educational technology can be used in tandem with students’
existing knowledge, helping them either strengthen prior
epistemologies or develop new ones.

How Does TPACK Impact Teaching and Learning with Technology?

The current approach to technology in education treats it as separate from
teaching and learning, with professional development focusing on
software and apps but neglecting their integration into the classroom. This
disconnect has negative consequences, as highlighted by Mishra and
Koehler. Firstly, the rapid pace of technological change makes it
challenging for educators to keep up. Second, much software is designed
for business, not education, leading to a focus on tool usage over content
learning. Third, technology's inflexibility doesn't adapt to individual
classroom needs, unlike a teacher's ability to adjust lessons. Finally,
separating technology emphasizes "what" to use, rather than "how" to
teach, shifting the focus away from effective pedagogy.

How Can TPACK Be Used in the Classroom?

Keeping technology as a separate knowledge set causes problems, but
when we understand the framework of TPACK, we can integrate
technology into the content and pedagogy of our classrooms. The
integration will help our students learn more effectively.

GUIDE QUESTIONS
 Republic of the Philippines
State Universities and Colleges
GUIMARAS STATE UNIVERSITY
Salvador Campus
Mclain, Buenavista Guimaras

1. What is the primary purpose of the TPACK framework, and how does
it help educators in their teaching practices?
2. How does the TPACK framework address the intersection of
technological knowledge, pedagogical knowledge, and content
knowledge in educational settings?
3. Provide an example of how a teacher might apply the TPACK
framework to enhance their lesson planning and instruction in a
specific subject area?
4. What are some common challenges that educators might face when
trying to integrate technology effectively using the TPACK
framework, and how can these challenges be overcome?
5. How has the TPACK framework evolved and adapted to changes in
educational technology and teaching methodologies since its
inception?

ACTIVITY
Knowledge Relay
In this activity, the class is divided into two groups, and each group is
positioned at the back of the classroom. Various situations related to the
topic are presented, and after each situation, one volunteer from each
group runs to the front. The first student to reach the designated person at
the front identifies whether the situation corresponds to CK, PK, TK, PCK,
TCK, or TPK. Points are awarded based on correct identification, and the
group with the highest points at the end receives a prize.

REFFERENCES
https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-
used-in-the-classroom/
https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-
pedagogicalcontent-knowledge/
https://www.studocu.com/ph/document/university-of-perpetual-help-
system-jonelta/building-and-enhancing-new-literacies-across-curriculum/
tpack-as-a-framework-for-technology-driven-teaching-and-learning/
32587244