TPACK Framework for Technology-Driven Teaching

Theories and Principles in Technology-Driven Lessons

• Lesson Title: TPACK as a framework for Technology-Driven Teaching and Learning

Pedagogical Content Knowledge (PCK)

• Shulman's 2008 Pedagogical Content Knowledge (PCK) is the framework that involves teachers' competence in delivering concepts.
• This framework allows teachers to simplify complex concepts or leads students to study a concept more deeply.

Technological, Pedagogical and Content Knowledge (TPACK)

• Mishra and Koohler built upon Schulman's Pedagogical Content Knowledge in 2006.
• They incorporated technology to create TPACK, which stands for Technological, Pedagogical and Content Knowledge.
• TPACK is also known as Technological, Pedagogical and Content Knowledge.
• TPACK framework demonstrates the interconnectedness of Content Knowledge (CK) with Pedagogical Knowledge (PK) and the integration of Technology.
• TPACK's goal is to make teaching more engaging, relevant, and effective
• TPACK is a theoretical model which describes the capabilities of 21st-century teachers, where they should be able to blend knowledge and capability in the content of the discipline.

Content Knowledge (CK)

• A component of TPACK, which refers to the "what" aspect of teaching.
• It is the understanding of the content such as language arts, math science history, among others.
• It includes facts, concepts, theories, and principles in a given discipline.

Pedagogical Knowledge (PK)

• Focuses on the "how" aspect of teaching.
• This knowledge is exerted in the science of teaching and includes educational and learning theories, individual differences, strategies, techniques, and assessments of learning.

Pedagogical and Content Areas of Knowledge (PCK)

• It is the intersection of Pedagogical and Content Areas of Knowledge.
• PCK determines the extent of a teacher's competencies in helping students learn concepts and skills.
• It uses of techniques that address different learning styles while supporting deeper understanding of content.

Technological Knowledge (TK)

• A teacher’s knowledge of how to select, use, and integrate tools in teaching and learning contexts.
• Focuses not only on the tools but also on the quality of content that students can access through applications and sites.

Technological-Content Knowledge (TCK)

• When technology is used in a specific area to enrich and deepen students' understanding of content.

Technology-Pedagogical Knowledge

• It is knowing to select, use, or develop technology to manage student learning.
• Allows students to learn content through digital tools.

TPACK Overview

• TPACK encompasses what teachers know.
• TPACK includes how they teach and how technology is used in the delivery of the lesson to make it engaging and making learning more relevant in the 21st Century.
• TPACK starts with the content and then pedagogy and layer in technology.
• It is about the right blend of the three knowledge areas, not just the technology tool.

SAMR Model

• SAMR is a model assist educators in integrating technology into teaching and learning.
• SAMR was developed by Dr. Ruben Puentedura.
• The SAMR model supports and enables teachers to design, develop, and integrate digital learning experiences that utilize technology.

Substitution (S)

• Involves using technology as an alternative for an item employed in augmenting or assisting instruction.
• Using Google Maps or Google Earth for geography class instead of a map or globe.

Augmentation (A)

• Provides a functional improvement in the use of technology
• Using Google Maps to measure the distance from one point to another when teaching Geography.

Modification (M)

• A technology used to redesign a lesson.
• For example, studying geography using Google application with Panoramio, where students can upload their own pictures of visited places online.

Redefinition (R)

• A technology allows the creation of new concepts that not have been previously conceptualized.
• Puentedura labels this as the transformation of learning.

Bloom's Digital Taxonomy

• Benjamin Bloom was the educationist that provided cognitive taxonomy used in education.
• Bloom's students, Anderson and Krathwohl, made some revisions to Bloom's Digital Taxonomy.
• Bloom's taxonomy is a popular tool for educators, experiencing renewed interest due to technology integration in teaching and learning.
• Dr. Ruben Puentedura's SAMR model is a framework for understanding technology integration to redefine student activities.
• ICT integration includes Substitution,Augmentation,Modification, and Redefinition.
• SAMR describes increasing complexity but is not hierarchical.
• Educators can design complex, technology-enhanced tasks aligned with specific curriculum objectives through Bloom's Taxonomy and SAMR.
• Task leverage technology's potential, going beyond mere substitution and creating authentic learning experiences.