Republic of the Philippines

BENGUET STATE UNIVERSITY

COLLEGE OF TEACHER EDUCATION
La Trinidad, Benguet

TPACK

Akian, John Rey

Arsi, Danika Loi
Atang, Jezriel
Belao, Keziah
Dazon, Filmor Jr.
Fernandez, Trisha Mae
Gabriel, Junielyn

Bachelor of Elementary Education 1C

Course and Section

PCK 126 Adviser

Roben Jako

February 18,2025

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 TPACK

The TPACK model is a framework by which educators can effectively integrate

technology into their teaching. Educators bring a variety of knowledge and expertise into the
classroom, especially with regard to the subject matter they teach and how to teach it. When
planning to use educational technology, an educator must also consider their knowledge of
technology and how it can impact daily instruction. To feel confident in making decisions about
how and when to use educational technology to effectively support student learning, educators
can refer to the TPACK model. According to Pappas (2023), TPACK or the Technological
Pedagogical Content Knowledge framework, is an essential guide that helps instructors or
teachers integrate technology in their classrooms. Moreover, technology continues to spread in
our daily lives, utilizing it effectively to promote efficient educational practices is more vital than
ever. Furthermore, educational technology is available in classrooms in some form or other,
that doesn't mean it's up-to-date or utilized correctly. The Technological Pedagogical Content
Knowledge framework highlights the importance of combining technology with pedagogy and
helps educators overcome the challenge of not knowing where or how to start
effectively implement educational technology (EdTech) into their curricula.

According to Mishra & Koehler (2006), TPACK is a model for thinking about teaching
knowledge and how the different types of knowledge a teacher has about the content they are
teaching, the ways they teach the content, and the tools they use to support how they teach.
TPACK focuses on the overlaps and interactions between these three types of knowledge to
highlight seven different types of knowledge about teaching.

 Illustrate the TPACK Framework

1. Content knowledge (CK)- refers to the educator’s knowledge of the subject matter they
are teaching and how this subject matter differs from that in other grade levels or subject
areas. Specifically, it describes the knowledge about the topic being taught and associated
knowledge.

2. Pedagogical knowledge (PK)- the understanding of teaching methods and theories. This
includes, but is not limited to, best practices for student learning, classroom management,
and lesson creation and delivery. Specifically, it describes the knowledge about teaching
and techniques to help students learn

3. Technology knowledge (TK)- represents an educator’s knowledge of the teaching

methods and theories that best support the specific content they are teaching. Specifically,
it describes the knowledge about the technology being used to teach.

4. Pedagogical content knowledge (PCK)- it describes the knowledge about teaching

techniques specific to the content.

5. Technological content knowledge (TCK)- When an educator brings their technological

knowledge into the classroom alongside their understanding of what they teach and how to teach it,
new relationships are formed. The first of these relationships occurs when technological knowledge
(TK) and content knowledge (CK) intersect to form technological content knowledge, or TCK.
Technological content knowledge (TCK) refers to a teacher’s understanding of the different

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 ways certain technology tools and digital resources impact how the content is represented,
as well as the constraints that the content places on which tools and resources can be
used. Specifically, it describes the knowledge about how to teach with the necessary tools.

6. Technological pedagogical knowledge (TPK)- The second relationship that exists when
technological knowledge is introduced is technological pedagogical knowledge (TPK), or a
teacher’s knowledge of how technological tools and digital resources can impact teaching
and learning. This includes identifying the benefits and drawbacks of certain technologies in
terms of classroom management, developmental appropriateness, instructional best
practices, etc. Specifically, it describes the knowledge about how the tools work with the
content.

7. Technological pedagogical content knowledge (TPACK)- TPACK is the result of

balancing all the components of the framework, or the three primary domains of expertise
an educator brings to the table when planning impactful lessons for students that integrate
technology. Specifically, it describes the knowledge about the tools and techniques you use
to teach the content.

 Benefits of TPACK
According to EdTech (2021), the benefit of TPACK is that it allows teachers to examine
and reflect on their practice and how technology is integrated in the classroom. TPACK also
recognizes the critical intersection between content, pedagogy, and tech. The reality is that
tech isn’t going to transform our classrooms or solve our problems if it is viewed in isolation.
Transformation really occurs when tech is viewed in relation to teaching and learning.

According to Nearpod (2024), the TPACK model helps educators reflect on their use of
educational technology and guides them to implement technology tools and digital resources
only if they support access to the subject matter and pedagogical best practices.
 For Teachers
TPACK enhances teacher teaching strategies, content delivery, professional
development, and flexibility by enabling engaging, accessible, and diverse
learning activities and assessments, promoting continuous learning and skill
development
 For Students
TPACK benefits students by increasing engagement through interactive learning,
deepening understanding with technology-driven exploration, and fostering 21 st-
century skills like critical thinking and problem-solving. It also supports
personalized learning by catering to individual needs.

 Real-World application
1. Content knowledge (CK)
Scenario: A grade 3 teacher has a solid understanding about the complementary colors
such as red and green as a classic complementary color, violet and yellow, blue and
orange, etc. This knowledge allows the grade three teacher to explain the
complementary colors clearly and answer his/her pupil’s questions accurately regarding
the use of complementary colors.

2. Pedagogical knowledge (PK)

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 Scenario: Mr. John Rey, a grade four teacher teaches young students about science,
wherein he uses interactive techniques like storytelling, group discussion, and the use
of instructional materials to help his students learn or grasp the lesson that is being
taught to them.

3. Technology knowledge (TK)

Scenario: A teacher named Trisha, knows how to manipulate computers, softwares and
hardwares. And how to use educational digital apps such as Google classroom and Class
point.
4. Pedagogical Content Knowledge (PCK)
Scenario: 8. Teacher Keziah an Aral Pan teacher teaches about local history where in
she uses storytelling technique to interact with the students.

5. Technological Pedagogical content knowledge (TPACK)

Scenario: Teacher Danika uses instructional video clips instead of modeling a topic on
the board.
To help the learning be more effective and the student will engage more in it or in short
the students will have an active participation.

6. Technological Content Knowledge (TCK)

Scenario: A grade five science teacher name Ms. Jezriel uses technology such as
television or educational application to show a video presentations or video clip about
the solar system and in relation to the subject she handles, to help students have a
clear visual imaginations or perspectives about the lessons about the solar systems.

7. Technological Pedagogical Knowledge (TPK)

Scenario: Ms. Lois introduce a lesson about bibliography and give an activity regarding
the lesson, where in she encourages her grade six students to use online platforms to
do there bibliography and let them reflect on experiences of others and let them learn.

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Reference:
EdTech Classroom. (2021). All About TPACK: A Teacher’s Guide to the TPACK Tech
Integration Model. https://edtech-class.com/2021/06/30/all-about-tpack-a-teachers-
guide-to-the-tpack-tech-integration-model/#:~:text=The%20TPACK%20Model:
%20Benefits%20and,might%20not%20be%20practically%20useful.

Kendon, T., & Anselmo, L. SAMR and TPACK: Two Models to Help With Integrating
Technology Into Your Courses. https://taylorinstitute.ucalgary.ca/resources/SAMR-
TPACK

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)?.https://scholar.google.com/scholar?
hl=en&as_sdt=0%2C5&q=what+is+TPACK&btnG=#d=gs_qabs&t=1739782672733&u=
%23p%3DIEHLGzRPkLMJ

Kurt, S. (2018). TPACK: Technological Pedagogical Content Knowledge Framework.

https://educationaltechnology.net/technological-pedagogical-content-knowledge-tpack-
framework/

Pappas, C. (2023). TPACK: Using The Technological Pedagogical Content Knowledge

Framework In Classrooms. https://elearningindustry.com/tpack-using-technological-
pedagogical-content-knowledge-framework-classrooms

Townsend, J. (2024). TPACK model explained with examples for the classroom.
https://nearpod.com/blog/tpack/