Module 5: Theories and Principles in the Use and Design of Technology Driven-Lessons

Lesson 2: TPACK as a Framework for Technology-driven Teaching and Learning

INCULCATING CONCEPTS (INPUT/LESSON PROPER)

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 and the integration of technology in making teaching more engaging, relevant and effective. It
looks how these knowledge areas intercept 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 capabilities of 21st century teachers. To be relevant to the learners of today, the teachers
should be able to blend his knowledge and capability in the content of the discipline.

CK is content knowledge. It is the “what” – understanding of the content such as language, art, math,
science, and history among others. This is composed of facts, concepts, theories or principles in a given
discipline.

Pedagogical Knowledge (PK) 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 how much
competencies the teachers have making the student learn concepts and skills. This includes the knowledge
of how to use techniques than can meaningfully address different learning styles while supporting content
with deeper understanding.

The incorporation of technology knowledge into PCK by Mishra and Kochler (2006) is relevant to 21st
century teaching. This is the TK or the technological knowledge. This is the teacher’s knowledge to how to
select use and integrate this tools in the teaching and learning context.

When technology is used in a specific subject area to enrich and deepen student’s understating of
content this is the intersection called TCK or Technological-content Knowledge. For example to deepen
student’s understanding of a concept or area of study, students can gather information and collect data and
evidence using technology tools and present third information using an application.

Furthermore, TPK which is technology pedagogical knowledge is knowing how to select, use or
develop technology to manage student learning for example, who will use collaborative tools that will allow
students to work together and share information? How will you use an application that will allow students to
creatively share their well- researched project in class or to others outside of the school? As a teacher using
the appropriate technology to ensure effective instruction is TPK.

It allows student to learn content through digital tools. They can document and record evidence
and plot out a strategy using a collaborative tool where the group can discuss they action plan while in or out
of school the drawn plan can be presented using a productivity tool (i.e. PowerPoint presentation or a digital
story) to pertinent persons for feedback.

The intersection of all knowledge areas is known as the TPACK. So, 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 is the 21st.

In conclusion, TPACK will start with content and then pedagogy and layer in technology sometimes,
you might get excited about the technological tool and design a lesson around it remember, it is NOT about
the technology tool but it is the right blend of the three knowledge areas.

Figure 1 a balance and collaborative functions of the varied activities manifesting teachers’ competencies

Figure 1: TPACK Model

SAMR

Another important model in the integration of technology in instruction is SAMR.

SAMR is a model design to help educators infuse technology into teaching and learning, developed by Dr.
Ruben Puentedura, the model supports and enable teachers to design, develop, and infuse digital learning
experiences that utilize 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. Instead of using a map or a globe in teaching geography, teachers can
use google map or google earth instead.
A is Augmentation. In this part of technology integration, there is functional improvement in the use of
technology tool. With the google map, you can use the features available such as measuring the distance
from one point to another. You can provide a task by making students utilize this. For example, as them to
measure the distance and get the estimate time of travel if they start from one point to go to the next point.

M means Modification. In this level, technology is use to redesign a lesson. What studying geography for
example, google applications have a panoramio. Using this you can guide students to start uploading their
own pictures of places they may have visited on line.

R represents the idea of creating something form the regular item. This is Redefinition. 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 the technology tools or applications. So with the ready pictures uploaded in panoramio,
students can probably write the script for the guide tour using his available materials (i.e. pictures) using
Google Earth and start arranging these to be shared through the world wide web.
 Figure3.AppsinEducationPoster

Thismayhelp…

You may use applications that you know, if you have no idea, you maystart
exploring some tools and application found in the image of App in EducationPoster and
think how you can integrate them in a lesson. All you need to do is to explore the mand
be familiar with their feature.

Bloom’sDigitalTaxonomy

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.This is the Revised Bloom’sTaxonomy.
 Figure 4. A Comparison between the Original and the Revised
Bloom’sTaxonomy

Figure5isaninfographicthatshowstherelationofSAMRandBloom’srevisedTax
onomy.

Figure5.SAMRModelinrelationtoBloom’sRevisedTaxonomy

Figure5.SAMRModelinrelationtoBloom’sRevisedTaxonomy

Some more applications that can be explored are found in this infographic.
Figure6.iPad Apps Supporting Bloom’s Revised Technology

Figure7.iPadogogyWheel