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Week 12-13 - Prof Ed 211 Module - Tpack and other

Frameworks for Technology-Driven Teaching and Learning
Technology for Teaching and Learning 1 (University of Southern Mindanao)

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Technology for Teaching and

Module 1
Learning 1

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Theories and Principles in the Use and Design

Chapter 1.4
of Technology-Driven Lessons

Intended Learning Outcomes: At the end of this chapter, the students are expected to:

1. Familiarize with Dale’s Cone of Experience and provide classroom processes or

practices that exemplify each strata of the Cone of Experience.
2. Provide examples of the various instructional materials appropriate for given
instructional contexts.
3. Familiarize oneself with TPACK and SAMR Model as frameworks in integrating
technology in the practice of teaching.
4. Select and employ an appropriate technology (tool or application) in an instructional
plan.
5. Evaluate one’s capability in integrating technology in his lesson.
6. Identify learning theories and principles applied in the design and development of
lesson through appropriate media and technologies for teaching-learning.
7. Identify learning theories and principles applied in the use and design of learning
lessons with technology.
8. Apply ASSURE Model in crafting a lesson.

1.4.2 TPACK and other Frameworks for Technology-Driven Teaching and

Learning

PCK
• Shulman’s (2008) 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.
• Mishra and Koehler (2006) continued to build upon Shulman’s PCK and
incorporated technology hence, TPACK.

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 with
pedagogical knowledge and the integration of technology in making teaching
more engaging, relevant, and effective.

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- It looks at how these knowledge areas intercept or work together to increase

students’ motivation and make the content more 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 capability of the 21st century teacher.
- To be relevant to the learners today, the teachers should be able to blend his
knowledge and capability in the content of discipline.

• CK (Content Knowledge) is the ‘What’ – understanding of the content such as

language arts, math, science, history.
- This is composed of facts, concepts, theories or principles in a given discipline.

• PK (Pedagogical Knowledge) 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 is how much competencies the teachers have in making the students learn
concepts and skills.
- This includes the knowledge of how to use the techniques that can
meaningfully address different learning styles while supporting content
with deeper understanding.
- The incorporation of technology knowledge into PCK by Mishra and Koehler
(2006) is relevant to 21st century teaching.

• This is the TK (Technological Knowledge) – the teachers’ knowledge on how to

select, use and integrate these tools in the teaching and learning context.
- This is not only about the tools but also about the quality of content that
students can access through appropriate applications and sites.

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• TCK (Technological-Content Knowledge) - when technology is used in a specific

subject area to enrich and deepen student’s understanding of content.
- TCK example: to deepen student’s understanding of a concept or are of
study, students can gather information and collect data and evidence using
technology tools and present these information using an application.

• TPK (Technology-Pedagogical Knowledge) – knowing how to select, use or

develop technology to manage student learning. As a teacher, using appropriate
technology to ensure effective instruction is TPK
- Example question: Who will use collaborative tools that will allow students
to work together and share information?

• 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 to the 21st century.
• TPACK will start with content and then pedagogy and technology.
• It is not about the technology tool but it is the right blend of the three knowledge
areas.

A balanced and collaborative functions of the varied activities manifesting teacher’s

competencies.
TPACK Model

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What to do?
1. View the video clip entitled TPACK in Two minutes:
https://www.youtube.com/watch?v=FagVSQIZELY
2. What insights have you gained after viewing the video?

SAMR
- SAMR is a model designed to help educators infuse technology into teaching and
learning.
- Developed by Dr. Ruben Puentedura, the model supports and enables teachers
to design, develop, and infuse digital learning experience that 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.
- Example: instead of using a map or a globe in teaching geography, teachers
can use Google Map or Google Earth

• A stands for Augmentation. There is a functional improvement in the use of a

technology tool.
- Example: with the Google Map, you can use the features available such as
measuring the distance from one point to another.

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• M stands for Modification. Technology is used to redesign a lesson.

- Example: when studying geography, google applications have panorama.
Using this, you can guide students to start uploading their own pictures or
places they may have visited online.

• R stands for Redefinition. It is the idea of creating something from the regular
item. 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 a technology tool or application.

SAMR Model

SAMR Model provides examples of integrating technology in some learning areas.

Source: https://beaver.instructure.com/courses/670/pages/integrating-technology-introduction-to-samr-
model?module_item_id=19111

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Apps in Education Poster

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. (https://library.gwu.edu/utlc/teaching/taxonomies-
learning-outcomes)

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A Comparison between the Original and the Revised Bloom’s Taxonomy

SAMR Model in relation to Bloom’s Revised Taxonomy

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