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TPACKLONG

TPACK to Understand

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Joji Pajanustan
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34 views4 pages

TPACKLONG

TPACK to Understand

Uploaded by

Joji Pajanustan
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 DOCX, PDF, TXT or read online on Scribd
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Eastern Samar State University

College of Education
Borongan City

COURSE HANDOUT

TECHNOLOGY FOR
TEACHING AND
LEARNING 1

Submitted by:

AMOSCO, VLADICUFF JOHN C.


BSED 3A_ENGLISH
(Program, Year & Section)

Submitted to:

___LINA MAE C. CUAREZ___


Instructor
First Semester
School Year 2024-2025
Unit 1
Introduction to Technology for Teaching and Learning

OBJECTIVES (depends on your topic)


1.) determine the different concepts under Technological Pedagogical
Content Knowledge Framework,
2.) participate actively in group discussions and activities; and,
3.) give importance to the role of Technological Pedagogical Framework
through an Essay

INTRODUCTION
TECHNOLOGICAL PEDAGOGICAL CONTENT AND KNOWLEDGE
FRAMEWORK (TPACK)
What is Technology, Pedagogy and Content Knowledge?
Technology has become an increasingly important part of students’ lives
beyond school, and even within the classroom it can also help increase
their understanding of complex concepts or encourage collaboration
among peers. Because of these benefits, current educational practice
suggests that teachers implement some form of technology in their
classrooms – but many teachers face difficulties in doing so. Cost, access,
and time often form considerable barriers to classroom implementation,
but another obstacle is a lack of knowledge regarding how technology can
best be used to benefit students across diverse subject matter.

Punya Mishra and Matthew J. Koehler’s 2006 TPACK framework, which


focuses on technological knowledge (TK), pedagogical knowledge (PK),
and content knowledge (CK), offers a productive approach to many of the
dilemmas that teachers face in implementing educational technology
(edtech) in their classrooms. By differentiating among these three types of
knowledge, the TPACK framework outlines how content (what is being
taught) and pedagogy (how the teacher imparts that content) must form
the foundation for any effective edtech integration. This order is important
because the technology being implemented must communicate the
content and support the pedagogy in order to enhance students’ learning
experience.
KEY CONCEPTS UNDER TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE FRAMEWORK (TPACK)

1. 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.

2. 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.

3. Technological Knowledge (TK) – This describes teachers’ knowledge of,


and ability to use, various technologies, technological tools, and
associated resources. TK concerns understanding edtech, considering its
possibilities for a specific subject area or classroom, learning to recognize
when it will assist or impede learning, and continually learning and
adapting to new technology offerings.

4. Pedagogical Content Knowledge (PCK) – This describes teachers’


knowledge regarding foundational areas of teaching and learning,
including curricula development, student assessment, and reporting
results. PCK focuses on promoting learning and on tracing the links among
pedagogy and its supportive practices (curriculum, assessment, etc.), and
much like CK, will also differ according to grade level and subject matter.

5. Technological Content Knowledge (TCK) – This describes teachers’


understanding of how technology and content can both influence and
push against each other. TCK involves understanding how the subject
matter can be communicated via different edtech offerings, and
considering which specific edtech tools might be best suited for specific
subject matters or classrooms.

6. Technological Pedagogical Knowledge (TPK) – This describes teachers’


understanding of how particular technologies can change both the
teaching and learning experiences by introducing new pedagogical
affordances and constraints. Another aspect of TPK concerns
understanding how such tools can be deployed alongside pedagogy in
ways that are appropriate to the discipline and the development of the
lesson at hand.
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
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.

Because it considers the different types of knowledge needed and how


teachers themselves could cultivate this knowledge, the TPACK framework
thus becomes a productive way to consider how teachers could integrate
educational technology into the classroom. Then too, TPACK can also
serve as a measurement of instructor knowledge, potentially impacting
both training and professional development offerings for teachers at all
levels of experience. Finally, the TPACK framework is useful for the ways
in which it explicates the types of knowledge most needed in order to
make technology integration successful in the classroom. Teachers need
not even be familiar with the entire TPACK framework as such in order to
benefit from it: they simply need to understand that instructional
practices are best shaped by content-driven, pedagogically-sound, and
technologically-forward thinking knowledge.

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