Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons

Lesson 2: TPACK as a Framework for Technology-driven Teaching and

Learning
STARTING ACCURATELY

Lesson Introduction
How teachers integrate technology in the teaching and learning process
depends very much on their beliefs on how people learn. Specifically, they need
to know who their learners are and how to approach instructions. As educators,
their role is to provide learning experiences that ill help achieve the defined
outcomes.

Intended Outcome/Learning Objectives

1. Familiarized oneself with TPACK and SAMR Model as framework in
integrating technology in the practice of teaching.
2. Selected and employed an appropriate technology (tool or application) in an
instructional plan.
3. Evaluate one’s capability in integrating technology in his lesson.
4. Identified learning theories and principles applied in the design and
development of lessons through appropriate media and technologies for
teaching-learning.

STIMULATING LEARNING (MOTIVATION)

As you prepare to be a teacher, how do you access your content
knowledge of specialization? In terms of your teaching skills, what
strategies or techniques do you know will work if you use it in teaching? If
you will consider using a technological tool when teaching, what would it be?
Shulman’s (2018) Pedagogical Content Knowledge (PCK) is a framework
which involves the teacher’s competence in delivering the concepts being taught
by simplifying complex ones if needed or leading the students to study a concept
more deeply and extensively. This is made possible due to the teacher’s
understanding of the amount and the content structure of knowledge.
Mishra and Kochler (2006) continued to build upon Schulman’s PCK and
incorporated technology hence, TPACK
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
INCULCATING CONCEPTS (INPUT/LESSON PROPER)
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 and the integration of technology in making teaching more engaging,
relevant and effective. It looks how these knowledge areas intercept accessibly
engaging to students. This framework has significantly influenced practices in
teaching as a result of research.
The technological Pedagogical and Content Knowledge known as TPACK
is a theoretical model describing the capabilities of 21st century teachers. To be
relevant to the learners of today, the teachers should be able to blend his
knowledge and capability in the content of the discipline.
CK is content knowledge. It is the “what” – understanding of the content
such as language, art, math, science, and 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.
The intersection of the pedagogical and content areas of knowledge is the
PCK. This how much competencies the teachers have making the student learn
concepts and skills. This includes the knowledge of how to use techniques than
can meaningfully address different learning styles while supporting content with
deeper understanding. Shculman (2008) considers this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and
Kochler (2006) is relevant to 21st century teaching. This is the TK or the
technological knowledge. This is the teacher’s knowledge to how to select use
and integrate this tools in the teaching and learning context. This is not only
about the tools but also the quality of content that students can assess through
appropriate applications and sites.
When technology is used in a specific subject area to enrich and deepen
student’s understating of content this is the intersection called TCK or
Technological-content Knowledge. For example to deepen student’s
understanding of a concept or area of study, students can gather information and
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
collect data and evidence using technology tools and present third information
using an application.
Furthermore, TPK which is technology pedagogical knowledge 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 they 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.
The intersection of all knowledge areas is known as the TPACK. So,
TPACK is about what teachers know, how they teach and how technology is
used in the delivery of the lesson to make it more engaging and making learning
more relevant is the 21st.
In conclusion, TPACK will start with content and then pedagogy and layer
in technology sometimes, you might get excited about the technological tool and
design a lesson around it remember, it is NOT about the technology tool but it is
the right blend of the three knowledge areas.
Figure 1 a balance and collaborative functions of the varied activities
manifesting teachers’ competencies.

Figure 1: TPACK Model

Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
EVALUATING UNDERSTANDING (ASSESSMENT)

On the web…
There are two relevant video clips that can be viewed. They will
reinforce the understanding of TPACK. Search in YouTube the
following files and view them.
1.) TPACK in Two Minute (https://youtu.be/FagVSQlZELY)
2.) Introduction to the TPACK Model Video Common Sense Media
(https://youtu.be/glkn9Veggxo)
What insights have you gained after viewing them?

Task
On a sheet of paper, draw your TPACK state and be able to explain and
exemplify the meaning of your model.
With your peers…
In a small group, share the drawing of your TPACK. State and explain its
significance. If you have a balance picture of your TPACK, congratulate yourself.
However if it is skewed to any of the components, why do you think you are in
that condition? Think of some possible steps to take action on enhancing TPACK
state as a teacher.

UPGRADING COMPETENCE (ENRICHMENT PHASE)

SAMR
Another important model in the integration of technology in instruction is
SAMR.
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
SAMR is a model design to help educators infuse technology into teaching
and learning, developed by Dr. Ruben Puentedura, the model supports and
enable teachers to design, develop, and infuse digital learning experiences that
utilize technology (Nov 9, 2013)
S stands for Substitution. It is literally using technology as an alternate for
the regular item that is employed in augmenting or assisting instruction. Instead
of using a map or a globe in teaching geography, teachers can use google map
or google earth instead. Showing a location in a map can be substituted by the
use of google map or google earth.
A is Augmentation. In this part of technology integration, there is functional
improvement in the use of technology tool. With the google map, you can use the
features available such as measuring the distance from one point to another. You
can provide a task by making students utilize this. For example, as them to
measure the distance and get the estimate time of travel if they start from one
point to go to the next point. With this use of google map, you tap on certain
function that the application provides. Instruction with technology integrated is
enhanced
M means Modification. In this level, technology is use to redesign a lesson.
What studying geography for example, google applications have a panoramio.
Using this you can guide students to start uploading their own pictures of places
they may have visited on line. A brief description of these places can also be
added. If internet connectivity is not available in the classroom they can do the
task after class. With clear and proper instructions, students can be guided to
work on the assignment.
R represents the idea of creating something form the regular item. This is
Redefinition. Technology allows the creation of a new concept that has not been
previously conceptualized. Puentedura labels this as the transformation of
learning. Students are given the opportunity to create an output based on what
they know and learned using the technology tools or applications. So with the
ready pictures uploaded in panoramio, students can probably write the script for
the guide tour using his available materials (i.e. pictures) using Google Earth and
start arranging these to be shared through the world wide web. It would be good
if before the student start posting or publishing their work on line, as a teacher,
you can review it just to be sure it is ready to be shared.
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning

Figure 2: SAMR Model

Figure 2 provides examples of integrating technology in some learning areas,
source Integrating Technology: Introduction to SAMR Model Created by
Double Morgan for Sevier District Canvas Training (2015).

USING/APPLYING KNOWLEDGE (APPLICATION/INTEGRATION)

On your own…
Using SAMR, think of how you can integrate a technology tool for each
phase to show the transition from using it to enhance instruction leading to a
transformative use of technology. Design a task that can have a positive effect on
students’ learning outcomes.
Task on Learning Activities

Redefinition
Modification
Augmentation
Substitution
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning

Figure 3. Apps in Education Poster

This may help…

You may use applications that you know, if you have no idea, you may
start exploring some tools and application found in the image of App in Education
Poster and think how you can integrate them in a lesson. All you need to do is to
explore them and be familiar with their feature.

Bloom’s Digital Taxonomy

Benjamin Bloom is a known educationist who provided the cognitive
taxonomy which has greatly been used in education. His students Anderson and
Krathwohl made some revisions. This is the Revised Bloom’s Taxonomy.
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning

Figure 4. A Comparison between the Original and the Revised Bloom’s

Taxonomy

Figure 5 is an infographic that shows the relation of SAMR and Bloom’s

revised Taxonomy.
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
Figure 5. SAMR Model in relation to Bloom’s Revised Taxonomy

Some more applications that can be explored are found in this infographic.

Figure 6. iPad Apps Supporting Bloom’s Revised Technology

Experience
With your peers…
Study the infographic, iPadagogy Wheel. Discuss and select how
technology can be integrated in a lesson. As a group, write your answers in the
table provided.
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning

Figure 7. iPadogogy Wheel

Subject Matter
Learning Outcome(s)
Technology Tools to be Used
Motivation Activities
Main Activity to Teach
How Will You Assess your Learning
Outcome(s)
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
EVALUATING UNDERSTANDING (ASSESSMENT)

Task to do:
1.) Look for a research article related to TPACK from a published
journal article. Study it and identify the following (a) research
objective(s), (b) the method used, (c) the results and
conclusions, and (d) insights gained from the article.

Research Methodology Results and Insights Gained

Objective(s) Discussion

FOR YOU TO ANSWER

Examine
A. Write an essay. (Answer in at least 150 words only. Follow this format in
your discussion: Introduce, discuss and conclude)
What is the significance of being aware of a theoretical framework (i.e. TPACK ,
SAMR, Bloom’s Revised Taxonomy) in preparing to become an effective teacher?
Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons
Lesson 2: TPACK as a Framework for Technology-driven Teaching and
Learning
B. Take this quiz.
Directions: read the question carefully and encircle the letter corresponding to the
correct answer.
1. What dose TK stand for in TPACK?
A. Technology Knowledge
B. Teacher Knowledge
C. Technologically Knowledge
D. Time-tested Knowledge

2. The following elements are present in Bloom’s Revised Taxonomy. Which

is an EXCEMPTION?
A. Evaluate
B. Creating
C. Remembering
D. Synthesis
3. Which statements does NOT provide the correct understanding of the
theoretical framework and models?
A. TPACK is the theoretical framework that shows the intersection
of teacher’s content, pedagogical and technological knowledge
needed to be relevant in the 21st century teaching.
B. Redefinition in SAMR is a transformative attempt by guiding
students to create something out of something not perceived
before.
C. The iPadagogy Wheel provides the mutually exclusive tools and
applications that are integrated in instruction.
D. Bloom’s Revised Taxonomy is a rehash focusing on the more
active perspective of cognitive activity with the conversion of the
previously nominative term to a use of a verb.
4. Which is an appropriate tool that can be employed if the students need to
develop their competency to create or produce something novel?
A. Twitter
B. Podcasting
C. iBooks
D. TeacherKit
5. Kohler and Mishra: TPACK; ________ : ________
A. Puentedura: SAMR
B. A redesign on the basic : Modification
C. Bloom : Bloom’s Revised Taxonomy
D. TPACK: Theoretical Framework