TPACK Framework for Effective

Pedagogical Practice
 Read and carefully understand the sample lesson plan created
based on Harris and Hofer‘s (2009) procedure followed by its
Activity TPACK element description and answer the questions in the
analysis below.

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 Analysis
• Describe the Content Knowledge (CK), Pedagogy Knowledge (PK), Technology
Knowledge that the teacher used in designing the lesson?
• How is the Pedagogical Content Knowledge (PCK) element of the lesson
articulated?
• How is the Technological Content Knowledge (TCK) component of the lesson
formulated?
• Based on the plan, how is the teacher demonstrates Technological Pedagogical
Knowledge (TPK)?
• Overall, describe the Technological Pedagogical Content Knowledge that the teacher
possesses?
• How and why this particular combination of technology, pedagogy, the content most
appropriate for this lesson/unit?

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 What is TPACK?
TPACK is a Useful framework for researchers working to explain the convergence of
learning and teaching technologies. Based on Shulman‘s (1986) concept of PCK,
Mishra, and Koehler (2006) included technology to PCK and described the resulting
TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system
tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy
(PK), and technology (TK). Integrating technology and pedagogy into a given topic
may require complex intersections such as TPK (technological pedagogical
knowledge), PCK (pedagogical content knowledge), and TCK (technological content
knowledge). Doering et al. (2009) emphasized the dynamic nature of TPACK, an
evolving and multifaceted (rather than static) representation of teacher knowledge, as
new technologies emerge for integration into particular content areas.

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 What is TPACK?
At the heart of excellent teaching with technology are three essential factors: content,
pedagogy, and technology, plus the relationships among and between them. The
dynamics between and among the three elements played out differently in various
contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content,
pedagogy, and technology) form the core of the technology, pedagogy, and content
knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006). The
TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers
teachers‘ expertise As dynamic and multifaceted, critical techno-centric approaches
focusing on the achievement of technical competences separate from pedagogy and
content. Seven components (see Figure 1) are comprised of the TPACK Framework.
They are described as:
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 Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra, 2009; adapted from Koehler & Mishra, 2008)
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 1. Technology knowledge (TK): Knowledge of various technologies. They range
from low-tech technology like pencil and paper to emerging technologies like the
internet, digital media, interactive whiteboards, and software programs. TK is about
recognizing educational technology, evaluating its possibilities for a particular
subject area or classroom, learning how to identify whether it can assist or hinder
learning, and continually learning and adjusting to emerging technology offerings.

2. Content knowledge (CK): Awareness of the actual subject matter that teachers
need to learn about teaching. This explains the appreciation teachers have of the
subject matter. CK may include knowledge of principles, hypotheses, facts, and
organizational structures within a given subject matter; it may also include the best
practices of the field and existing methods for presenting this information to
students. The CK will also differ according to the level of discipline and grade.
Senior high school science and history classes, for example, require less detail and
scope than undergraduate or graduate courses, so the CK of their different teachers
will differ, or the CK that each teacher imparts to their students can differ.
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 3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes
such as classroom management, assessment, creation of the lesson plan, and
learning of the students. As a general type of information, PK covers educational
objectives, principles, and goals and can extend to more specific fields, including
recognizing student learning styles, lesson planning, and assessments.

4. Pedagogical content knowledge (PCK): This defines the awareness of teachers

about the essential areas of teaching and learning, including the creation of
curricula, student evaluation, and reporting performance. PCK focuses on
encouraging learning and exploring the ties between pedagogy and its supporting
activities (curriculum, assessment, etc.), and similar to CK, may also differ
depending on the grade level and subject matter. However, in all situations, PCK
seeks to improve teaching practices by building more consistent linkages between
the material and the pedagogy used to communicate it.

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 5. Technological content knowledge (TCK): Knowledge of how technology can
create new representations for specific content. TCK requires an awareness of
how the subject can be conveyed through different educational technology
offerings and considering which specific educational technology tools might be
best suited for particular subject matters or classrooms.

6. Technological pedagogical knowledge (TPK): Knowledge of various

technologies that can be used in teaching and learning experiences. Another
dimension of TPK relates to understanding how to apply these resources
alongside pedagogy in ways relevant to the discipline and the creation of the
lesson at hand.

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 7. Technological pedagogical content knowledge (TPACK): Focus on the
knowledge required by teachers for integrating technology into their teaching in
any content area. Teachers, who have TPACK, act with an intuitive understanding
of the complex interplay between the three essential components of knowledge
(CK, PK, and TK). TPACK is the culmination of these complex combinations and
desires, drawing from them – and from the three wider underlying fields of
content, pedagogy, and technology – to create a useful framework for teaching
using educational technologies. For teachers to use the TPACK system effectively,
they should be open to unique, critical ideas, including:
 Concepts of the taught material can be expressed using technology;
 Pedagogical techniques can use technology to communicate content in various
ways;
 Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;

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  Students have various experiences in the classroom – like previous
educational experience and technology exposure – and lessons using
educational technology should take this opportunity into account;
 Educational technology may be used in combination with established
awareness of the students, either by improving previous epistemologies or by
introducing new ones.

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 This incentive is most apparent if teachers are unexpectedly forced to address
fundamental educational issues and restore the complex equilibrium between all
three elements using new educational technology. This view inverts the traditional
view that pedagogical priorities and innovations are derived from the curricula in
the subject field. Things are rarely that simple, mainly when newer technologies are
employed.

Teaching with technology is a hard thing to do right. The TPACK paradigm suggests
that contextual such as content, pedagogy, technology, and teaching/learning have
roles to play both individually and together. Excellent teaching with technology
involves continuous development, maintenance, and restoration of a dynamic
equilibrium between all components. It‘s means noting that there are a variety of
variables that affect how this balance is achieved.

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 Application
Reflect on the following questions:

According to Mishra & Koehler (2006), “the simple incorporation of technology into
the educational process is not enough.” Many approaches to the professional
development of teachers provide a one-size-fits-all approach to technology integration
when, in reality, teachers work as a potential teacher in a variety of teaching and
learning contexts – facing these challenges.
1. How can teachers incorporate technology into their instruction?
2. What other matters or concerns should teachers look into and consider concerning
the use and integration of instructional media and technology?

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 Bryan L. Guibijar
[email protected]

Thank
you