ED 201:

TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 8:
Technology, Pedagogy, and Content Knowledge
(TPACK)

Presented by: GROUP II

 AN INVENTORY ON TPACK (Sahin,2011)
Rate your knowledge on the following TPACK items. Check the space corresponding to your answer.
Statements 5 4 3 2 1
1. Solving a technical problem with the computer
2. Knowing about basic computer software (ex.,Windows, Media Player) and their
functions
3. Using a presentation program (ex., MS Powerpoint)
4. Using printer, projector, scanner, digital camera, etc
5. Being able to select technologies useful for my teaching career
6. Choosing technologies appropriate for my teaching/learning approaches and
strategies
7. Communicating through internet tools (ex.e-mail,MSN Messenger)
8. Knowing about basic computer hardware (ex., CD-Rom, motherboard, RAM) and
their functions
9. Using different evaluation methods and techniques
10. Being able to select technologies useful for my teaching career
11. Evaluating the appropriateness of new technology for teaching and learning
12. Saving data into a digital medium (ex. Flash Drive,CD, DVD)
 ED 201:
TECHNOLOGY FOR TEACHING AND LEARNING

Lesson 8:
Technology, Pedagogy, and Content Knowledge
(TPACK)

Presented by: GROUP II

In this lesson, the students will be acquainted with a framework
that blends content, pedagogy, and technology. At the end of the
lesson, the students are expected to:

• explain the interrelationship of the components of TPACK

• illustrate examples of how TPACK framework could be applied
in specific subject matters.
 THE CHALLENGES OF TEACHING WITH TECHNOLOGY

In the 21st century, Information and Communication Technology (ICT)

provides new ways to access and process knowledge in every field. ICT is
also transforming pedagogy by providing new ways to engage students.
Expert teachers can bring together knowledge of the subject matter,
what is suitable for learning, and technology (ICT). The combination is
described as Technological Pedagogical Content Knowledge (TPACK).
Punya Mishra and Matthew Koehler introduced the framework, which is
an improvement of Shulman's (1987,1986) descriptions of pedagogical
content knowledge (PCK).
 The TPACK Framework

The TPACK Framework (Technological

Pedagogical Content Knowledge) is a
model that helps educators
understand how to effectively
integrate technology into their
teaching.

Teachers need an integrative

approach to teaching that will highlight the interaction between what teachers
know, how they will teach what they know, and what tools they will use to
effectively deliver the content in teaching.
Teaching with technology revolves around three core components:
Content, Pedagogy, Technology and the relationships among and
between them. The differences in the extent and quality of technology
integration are seen in the interplay between and among the three
components.

What is TPАСК?

TPACK, or Technological Pedagogical Content Knowledge, is a framework

that describes the essential knowledge teachers need to integrate
technology effectively into their teaching.
Figure 16. The TPACK Framework and Its Knowledge Components
CONTENT KNOWLEDGE (CK)

This describes teachers' own knowledge of the subject matter. CK may include
knowledge of concepts, theories, evidence, and organizational frameworks
within a particular subject matter; it may also include the field's best practices
and established approaches to communicating this. information to students.

Examples:

1. An English teacher has in-depth knowledge of Shakespeare's works,

including themes, language, and historical context, allowing them to help
students analyze the plays with a critical eye.
2. A biology teacher thoroughly understands cell biology, including the
structure and function of cell organelles, which enables them to clearly
explain complex cellular processes to students.
PEDAGOGICAL KNOWLEDGE (PK)
This describes teachers' knowledge of the practices, processes, and methods
regarding teaching and learning. As a generic form of knowledge, PK encompasses
the purposes, values, and aims of education, and may apply to more specific areas
including the understanding of student learning styles, classroom management
skills, lesson planning and assessments.

Examples:

1. A primary school teacher uses interactive games to engage young students in

math, recognizing that hands-on activities improve learning for this age group.
2. A high school teacher designs varied assessment types, like group projects and
written tests, to accommodate different learning styles and measure student
understanding effectively.
TECHNOLOGY KNOWLEDGE (TK)

It is more than the traditional notion of computer literacy. TK requires that

people understand information technology broadly enough to apply it
productively at work and in their everyday lives. This refers to the knowledge
and skills needed to effectively use technology.

Examples:

1. Proficiency in using Learning Management Systems (LMS) like Canvas or

Moodle.
2. Understanding of digital citizenship and online safety protocols.
3. Understanding of cloud computing, data storage, and collaboration tools like
Google Drive or Microsoft Teams.
PEDAGOGICAL CONTENT KNOWLEDGE (PCK)

PCK covers links among curriculum assessment and pedagogy.

PCK refers to knowledge and skills needed to teach specific subject matter,
including understanding of how students learn, curriculum design, and
assessment methods. It combines Content Knowledge (What to teach?) and
Pedagogical Knowledge (How to teach?).

Examples:

1. Explaining complex math concepts using everyday examples.

2. Using visual aids to teach history.
3. Designing science experiments for hands-on learning.
TECHNOLOGICAL CONTENT KNOWLEDGE (TCK)

It is an understanding of how technology and content influence and constrain

one another. Teachers need to be aware of which specific technologies are most
effective for addressing subject-matter learning in their fields and how the
technology may be changed or dictated by the content.

Example:

In a science class, using simulations to model chemical reactions illustrates TCK.

The teacher must understand not only the content of chemistry but also how
the simulation technology enhances students' understanding of concepts like
reaction rates or molecular interactions. The technology provides a dynamic way
to visualize and manipulate content that might be abstract when presented
through traditional means.
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE (TPK)

Understanding how teaching and learning might change when specific technologies
are employed in specific ways is known as technological pedagogical knowledge (TPK).
Knowing the pedagogical benefits and limitations of various technological tools in
relation to discipline and developmentally appropriate pedagogical design and
techniques is part of this. Teachers need to learn how to adapt technology beyond its
most basic usage for individual pedagogical goals.

Example:

A history teacher may use digital storytelling tools to allow students to create
multimedia presentations on historical events. Here, TPK is demonstrated as the
teacher understands not only how to use the technology but also how it can engage
students more deeply than a traditional essay. The teacher adapts the technology to
foster collaboration, creativity, and critical thinking, aligning it with pedagogical goals
of active learning.
TECHNOLOGY, PEDAGOGY, AND CONTENT KNOWLEDGE (TPACK)

An emerging type of knowledge known as Technological, Pedagogical, and Content

Knowledge (TPACK) goes beyond the three "core" components (content, pedagogy, and
technology). TPACK, which is different from mastery of each of the three principles
separately, serves as the foundation for effective teaching with technology and calls for
knowledge of pedagogical techniques that make constructive use of technology to teach
content.

The Technological Pedagogical Content Knowledge (TPACK) framework highlights the

complex interplay between three types of knowledge, the Content Knowledge (CK) which is
the subject matter being taught and the teacher's knowledge of it. Pedagogical Knowledge
(PK) how students learn best and the instructional strategies to meet their needs and
Technological Knowledge (TK) the available digital tools, which ones the teacher is familiar
with, and which are most appropriate for the lesson. This emphasizes the importance of
understanding how to integrate these three types of knowledge into teaching practices to
improve student learning.
THANK YOU ☺!