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Lesson 4.1.2 Technological Pedagogical Content Knowledge

The document discusses the TPACK framework which integrates technology, pedagogy, and content knowledge. It defines the different components of TPACK including technological knowledge, pedagogical knowledge, content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. TPACK emphasizes the interactions between these knowledge domains and is the basis for effective teaching with technology.

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Trisha Velarde Diaz
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60 views15 pages

Lesson 4.1.2 Technological Pedagogical Content Knowledge

The document discusses the TPACK framework which integrates technology, pedagogy, and content knowledge. It defines the different components of TPACK including technological knowledge, pedagogical knowledge, content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. TPACK emphasizes the interactions between these knowledge domains and is the basis for effective teaching with technology.

Uploaded by

Trisha Velarde Diaz
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PPSX, PDF, TXT or read online on Scribd
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TECHNOLOGICAL

PEDAGOGICAL CONTENT
KNOWLEDGE
(TPACK)
Shulman’s (1986) Pedagogical Content Knowledge
(PCK) is a framework which involves the teachers’
competence in delivering the concepts being taught by
simplifying complex concepts if needed or leading the
students to study it more deeply and extensively.

Mishra and Koehler (2006) continued to build upon


Shulman’s PCK and incorporated technology hence,
TPACK.
Tech-PACK, previously known as TPCK, later TPACK, is
a framework that integrates technology in education to
help encapsulate the complex interactions among
content, pedagogy, and technology. It provides a picture
of the entire process of technology integration that helps
identify what is essential and what is not in any
discussions of teacher using technology for teaching
subject matter.
According to Mishra & Koehler
(2006), the TPACK Framework
“emphasizes the connections,
interactions, and constraints between
and among content, pedagogy, and
technology. In this model, it shows that
content (C), pedagogy (P), and
technology (T) are the three main
components of teacher’s knowledge.
Content Knowledge (CK)
• Teacher’s knowledge about the
subject matter.
• Includes concepts, theories,
ideas, organizational
frameworks, evidences and
proofs, established practices
and approaches toward
developing such knowledge.
Pedagogical Knowledge (PK)
• Teacher’s deep knowledge
about the process and
practices or methods of
teaching and learning.
• This includes lesson planning,
classroom management skills,
understanding how students
learn, and student
assessment.
Technological Knowledge (TK)
• Understanding of technology
which is beyond the definition
of computer literacy is a must
in TK. Thus, essential
appreciation and mastery of
information technology for
information processing,
communication, and problem
solving are important.
• Applies to all technological
tools and resources.
Pedagogical Content Knowledge (PCK)
• Focuses to promote learning
by creating strong connection
between the content to be
taught and the pedagogy to be
used.
• Teacher’s knowledge on how
to use different teaching
strategies that support the
deeper understanding of the
content.
Technological Content Knowledge
(TCK)
• TCK is an understanding of the
way in which technology and
content affect and restrict one
another.
• This overlap explains that
teaching is more than the
subject matter they teach;
they must also have a
profound knowledge on the
way how subject matter can
be taught through the use of
particular technologies.
Technological Pedagogical Knowledge
(TPK)
• TPK is an understanding of how
the teaching and learning can
change when particular
technologies are used in
particular methods.
• The focus of this TPK is to have
an understanding of the
affordances of technology and
how they can influence
differently the context and
intentions of teaching.
Technological Pedagogical Content Knowledge
(TPACK)
• 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 in the 21st
century.
• TPACK shows interactions among the
main components of knowledge –
content, pedagogy, and technology.
Technological Pedagogical Content Knowledge
(TPACK)
• The basis of effective teaching with
technology.
• The relationship among the
components of knowledge are
interfaced with one another to have a
stronger content, more effective
pedagogy and efficient technology that
may remedy difficulties in teaching
and learning to develop higher
comprehension and better learning.
• In conclusion, TPACK will start with
content and then pedagogy and layer
in technology.
Technological Pedagogical Content Knowledge (TPACK)
TPACK is about what teachers
Appreciation and mastery of know, how they teach and how
educational tools for technology is used in the delivery
information processing, Technological of the lesson to make it more
communication, and problem
solving. Knowledge engaging and making learning more
relevant in the 21st century.

Pedagogical Content
Knowledge Teacher’s
Knowledge
knowledge about
Teacher’s deep
knowledge about the
the subject
process and practices matter.
or methods of
teaching and learning. Mishra, P. & Koehler, J. (2006)
Questions:
• Among the three main components of
teacher’s knowledge, what is the
most important? Justify.
• Among the three intersections of the
components of teacher’s knowledge,
what is the most important? Justify.
“TPACK is NOT about the technology tool but it
is the right blend of the three knowledge areas –
content, pedagogy, technology.”

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