Tpack Framework

The document discusses the TPACK framework for teacher knowledge. It describes TPACK as consisting of three main components - technological knowledge, pedagogical knowledge, and content knowledge. These components are complex and intertwined. Technological knowledge refers to understanding how to appropriately use technology for instruction. Pedagogical knowledge encompasses teaching methods and strategies. Content knowledge is a teacher's knowledge of their subject matter. The framework recognizes that effective teaching with technology requires an understanding of how these three components interact and overlap.

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Cariza Anda

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Tpack Framework

Uploaded by

Cariza Anda

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PRESENTED BY: CARIZA A.

FLORES
…some background INFO

• In 1986, Lee Shulman analyzed the combination of

pedagogical and content knowledge (PCK) that teachers
should possess
• In 2000, technology knowledge was added as another
component that teachers should possess
• In 2006, P. Mishra and M. Koehler provided theory behind
the union of all three domains, yielding the TPACK
Framework
The TPACK frame work for teacher knowledge is described in detail,
as complex.
• Content
• Pedagogy At the heart of good teaching with technology.
• Technology
Teaching with technology is complicated further considering the challenges
newer technologies present to teachers.
Most traditional technologies are characterized by specificity.
A pencil, a chalkboard, and pendulums have not changed over the times but
they are still consider technologies though they have become a common place.
Some technologies seem to be more opaque to teachers and offer less stability
than more traditional technologies.
About technologies
• Complicating teaching with technology is an understanding that
technologies are neither neutral nor unbiased.
• Social and contextual factors also complicate the relationships
between teaching and technology.
• There is no best way to integrate technology into curriculum.
• Rather, integration efforts should be creatively designed or structured
for particular subject matter ideas in specific classroom context.
CONTENT KNOWLEDGE
What you know about the subject
 Concepts
matter that you teach.

For example, as math teachers, we  Theories

know a range of information such
as arithmetic reasoning, geometric  Conceptual
properties, postulates and theories. frameworks

 Developing
knowledge
PEDAGOGICAL
KNOWLEDGE
 Teaching
The teaching methods and strategies approaches
that you
use (or, how you teach).  Methods of
assessment
For example, you may use the
exploratory approach when  Different theories of
introducing a new concept while learning
another teacher uses an expository
approach.
TECHNOLOGICAL
KNOWLEDGE
 Apply productively
What you know about
instructional technologies.  Change the purpose
Technological knowledge goes
beyond just knowing about the  Adapt to changes
technology tools; you must also
know when using those tools are
appropriate within instruction.
PEDAGOGICAL CONTENT
KNOWLEDGE
Knowing strategies of how to provide
instruction and assess students of varying
intellectual and ability levels.

For example, when planning a unit, you may

choose to differentiate instruction with regards
to the units content because you have an idea
of how your students learn and what  Knowledge of subjects’ ease
approaches would be beneficial. or difficulty to learn
TECHNOLOGICAL
PEDAGOGICAL KNOWLEDGE
Knowing the impact that technology has on
teaching and learning.
For example, online collaboration tools
may facilitate social learning for
geographically separated.
TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE
The intertwining of all three knowledge
domains. Using technology as a pedagogical
tool as well as content-specific delivery tool.
T = TECHNOLOGICAL KNOWLEDGE /TECHNOLOGICAL CONTENT KNOWLEDGE =
knowledge about using technology
P = PEDAGOGICAL KNOWLEDGE / PEDAGOGICAL CONTENT KNOWLEDGE =
knowledge about science , theory , and art of teach
And
C = CONTENT KNOWLEDGE = core subjects , skills , and strategies
K = KNOWLEDGE
What does this have to do
with me, as a teacher?
and i......
THANK YOU