Republic of the Philippines

Benguet State University

COLLEGE OF TEACHER EDUCATION
La Trinidad, Benguet

Degree: Bachelor of Elementary Education

Section: A
Course Code: PCK 126
Course Facilitator: Roben S. Jaco
Group Members:
Lopez, Melvin Cedric
Anchoriz, Nomarlene
Gaddi, Jennalyn
Francis, Henrod
Martes, Eliezer

 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

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.

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

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.

Pedagogical content knowledge (PCK)- it describes the knowledge about

teaching techniques specific to the content.

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 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.

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.

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 21st-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)
Scenario: -The teacher is teaching a lesson on basic emotions (happy,
sad, angry, excited). She uses a variety of pedagogical techniques to
help students understand these emotions. She starts with a read-aloud
of a picture book that showcases characters experiencing different
feelings. She encourages students to role-play and act out emotions,
allowing them to engage kinesthetically. The teacher also uses group
discussions and encourages students to share how they feel, fostering
a classroom environment where students feel comfortable expressing
themselves.

3. Technology knowledge (TK)

Scenario: The teacher introduces a new learning app designed for the
students to practice reading. She is familiar with the app's features,
such as voice recognition, interactive stories, and games that help
students with letter sounds and phonics. She demonstrates how to
navigate the app and how to use the microphone to practice speaking.
The teacher is comfortable with troubleshooting any technical issues
that may arise and ensuring that the students can effectively use the
tool during their independent learning time.

4. Pedagogical Content Knowledge (PCK)

Scenario: While teaching the concept of "addition" in math, the
teacher uses her understanding of both child development (PK) and
the subject matter (CK) to make the lesson effective. She introduces
addition through hands-on activities like using counting cubes to model
simple addition problems. For visual learners, she uses a number line
on the classroom wall to help students see how numbers increase. She
also uses songs and rhymes to reinforce the concept, knowing that
young learners often respond well to repetition and rhythm

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: The teacher introduces an interactive online program for
students to explore shapes. She understands both the content
 (different types of shapes—triangles, squares, circles) and how the
technology (interactive game) can help reinforce this knowledge. As
students manipulate shapes on the screen, they can rotate them,
combine them, and identify their properties. The teacher uses the
program to help students better understand geometric shapes and
their attributes, seamlessly integrating technology with content.

7. Technological Pedagogical Knowledge (TPK)

Scenario: For a literacy lesson on letter sounds, the teacher uses an
interactive whiteboard to display letter-sound activities. She knows
how to incorporate the technology into her teaching approach by
allowing students to drag and drop images that correspond with letter
sounds. For example, they might drag a picture of a "cat" next to the
letter "C" to reinforce the sound "k." The teacher balances screen time
with hands-on learning by also having students use letter blocks to
spell out words, ensuring a pedagogically sound approach that uses
technology as a tool for active learning.

REFERENCES:
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=1739782
672733&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/