-Tuguegarao Archdiocesan Schools System

Saint Joseph’s College of Baggao, Inc.

Baggao, Cagayan, Philippines
Transforming Lives, Shaping the Future

Module No. 9
TPACK as a Framework for Technology-Driven Teaching and Learning

Course Title Technology for Teaching and Learning 1 Course Code ProfEd9/EDUC206
Instructor Rina Joy B. Fantolgo, LPT Term and AY 1st Sem, AY 2020-2021

I. Overview
As you prepare to be a teacher, how do you assess your content Knowledge or your specialization? In
terms of your teaching skills, what strategies or techniques do you know will work if you use it when teaching?
If you will consider using a technological tool when teaching, what would it be?
Shulman's (2008) Pedagogical Content Knowledge (PCK) is a framework which involves the teachers
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. This is made possible due to the teachers
understanding of the amount and the content structure of knowledge. Mishra and Koehler (2006) continued to
build upon Schulman's PCK and incorporated technology hence, TPACK.

II. Intended Learning Outcomes (ILO)

At the end of this module, you should be able to:
1. Familiarize oneself with TPACK as framework in integrating technology in the practice of teaching
2. Evaluate one’s capability in creating new model/diagram for the Technology Integration Planning
Model

III. Learning Resources and References

Bilbao, P., Dequilla, M., Rosano, D., Boholano, H. (2019) Technology for Teaching and Learning 1,
Philippines.
Tablada, E., Buendia, M. (2019) Educational Technology 1, Philippines
Vindollo, S., Buendia, Maria Mercedes. (2019) Educational Technology 2, Philippines

IV. Lecture Content/Summary of Lesson

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK)

Teaching can be associated with soldiers who go to war. Soldiers are being trained and they make a lot
of preparations. Before going to war, they plan for the tactics and strategies to be done, they make sure that they
are complete with their stockpile of ammunition and protection. No soldier will go to a war without enough
bullets in his pockets. Same with teaching, teachers are trained on how to teach and manage a class. Before
stepping inside the classroom, they have made their lesson plans on what to teach and how to teach, they make
sure that they have all the materials needed tor the lesson. The use of technology is one of the materials that
teachers make use to deliver the lesson successfully to their learners. However, sometimes the use or technology
becomes ineffective because of insufficient knowledge on the true purpose and proper use of such technology.
This is why the Technological Pedagogical Content Knowledge (TPACK) by Mishra, P. & Koehler, M. and
Technology Integration Planning (TIP) by Roblyer, M.D. & Doering, A.H. came into existence, to guide
teachers on how to
integrate technology into teaching.
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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. 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.

TPACK and its Knowledge Components

Source: educationaltechnology.net

According to Mishra & Koehler (2006), the TPACK Framework which is shown in the figure,
"emphasizes the connections, interactions, affordances, and constraints between and among content, pedagogy,
and technology. In this model, it shows that content (C), pedagogy (P), and technology (1) are the three main
components of teacher's knowledge. Looking at the model closely, it shows the interactions between and among
the bodies of knowledge: PCK (pedagogical content knowledge), TCK (technological content knowledge), TPK
(technological pedagogical knowledge), and TPACK (technological pedagogical content knowledge) which are
significant in making teaching and learning with the use of technology a success.

Content Knowledge (CK)

 Teacher's knowledge about the subject matter
 Includes concepts, theories, ideas, organizational frameworks, evidences and proofs, established
practices and approaches toward developing such knowledge (Shulman, 1986).
 Having no comprehensive knowledge in content may cause erroneous information to learners, thus may
develop misconceptions about the subject matter

Pedagogical Knowledge (PK)

 Teachers deep knowledge about the process and practices or methods of teaching and learning.
 This includes lesson planning, classroom management skills, understanding how students learn, and
student assessment.

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  A teacher with profound pedagogical knowledge facilitates student's construction of knowledge and
acquisition of skills, and helps students in developing habits of mind and positive dispositions toward
learning
 Therefore, understanding of cognitive, social, and developmental theories of learning and how they
apply to students in the classroom are requisites of pedagogical knowledge.

Pedagogical Content Knowledge (PCK)

 Covers conditions that promote learning: teaching, learning, curriculum, assessment, reporting and
pedagogy.
 There is transformation of the subject matter for teaching which happens when teacher interprets the
subject matter.

Technology Knowledge (TK)

 The definition of TK is fluid due to its fast updates and upgrades that happen from time to time.
However, technology applies to all technological tools and resources.
 Understanding of technology which is beyond the definition of computer literacy is a must in TK. Thus,
essential appreciation and mastery of information technology for information processing,
communication, and problem solving are important.

Technological Content Knowledge (TCK)

 TCK is an understanding of the way in which technology and content affect and restrict one another.
 This overlap explains that teaching is more than the subject matter they teach; they must also have a
profound knowledge on the way how subject matter can be taught through the use of particular
technologies.
 Teachers need to figure out which specific technologies are appropriate in delivering the subject-matter
to have a better understanding and appreciation of the lesson.
 This allows us to determine the suitable pairing of appropriate technology to the content or vice versa.

Technological Pedagogical Knowledge (TPK)

 TPK is an understanding of how teaching and learning can change when particular technologies are used
in particular methods.
 The focus of this TPR is to have an understanding of the affordances of technology and how they can
influence differently the context and intentions of teaching.
 Teachers have to look beyond the normal functions of technology, they have to be creative and think of
other possible things that these technologies can do to achieve advancement in the learning and
understanding of the students.

Technological Pedagogical Content Knowledge (Tech-PACK)

 Tech-PACK shows interactions among the main components of knowledge-content, pedagogy, and
knowledge.
 Tech-PACK is the basis of effective teaching with technology.
 The relationship among the components of knowledge are interfaced with one another to have a stronger
content, more effective pedagogy and efficient technology that may remedy difficulties in teaching and
learning to develop higher comprehension and better learning.

"Context"
 This is the outer-dotted circle which highlights the understanding that technology, pedagogy, and
content do not exist in a vacuum, but rather, are represented in specific learning and teaching contexts.

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V. Learning Activities

On a sheet of paper, draw your TPACK state, explain and exemplify the meaning of your model.

VI. Supplemental Context

Technology Integration Planning (TIP)

Technology Integration Planning (TIP) is

a model created for teachers as a guide that
ensures the efficiency of integration of
technology in education. TIP gives teachers a
systematic way to identify and address challenges
involved in integrating technology into teaching
practices (Roblyer & Doering, 2013, p. 52)

Further, TIP Model shows teachers how

to establish a milieu in which technology can
effectually enrich learning

In the earlier editions of TIP Model, there

were five to six phases to enable the teachers
successfully integrate technology in instruction.
In the recent edition (6th), it boils down into three
phases with sub steps in each phase (as shown in
the figure). Phases of Technology Integration Planning (TIP)

Phase 1: Analysis of Learning and Teaching Needs

Step 1: Determine the relative advantage

Focus: Will a technology-based method offer relative advantage?

Heraclitus once said that nothing is permanent in this world except change. But, some people resist to
change things that they are used to doing because according to them they still able to deliver well using the old
method even if there are new better approaches to achieve the task. However, change may be acceptable if they
would understand the advantages of the new method over the old one. This is seeing a "relative advantage" as
mentioned by Everett Rogers (Diffusion of Innovation, 1995). Below are the measures to see relative advantage
easier:
1. Compatibility - Methods consistent with their cultural values and beliefs and others adopted in the
past. For example, teachers see using technology as compatible with their views of being an updated teacher.
2. Complexity - Easy enough for them to learn and to carry out on a frequent basis. Teachers who use
technology-based methods feel no fear and find no difficulties in understanding and learning something new.
3. Triability - Being able to try out a little before making a final decision. Teachers have the courage to
try using and applying technology-based methods than saying no to it outright.

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 4. Observability - Seeing others they respect or emulate using the new method successfully.
Observation is one of the many ways to help teachers decide whether technology-based method will be helpful
or not or if it is effective or not.
At this phase, teachers do curriculum review and assessment of teaching methods, then, they determine
problems in instruction and find out which technology may be helpful to remedy the problem.

Step 2: Assess Tech-PACK

Focus: What is my technological pedagogical content knowledge (tech-PACK)?

Teachers have to be proficient in content, pedagogy and technology before the day
of instruction comes. The teacher has to spend time in understanding all the components of knowledge to have a
better and successful delivery of the lesson. Being knowledgeable of the content, pedagogy and technology will
make the teacher confident in the entire process of teaching and learning. This Tech-PACK helps to emphasize
technology contribution to teaching. (Review the Tech-PACK discussed earlier in this chapter.)

Phase 2: Planning for Integration

Step 3: Decide on objectives, assessments
Focus: How will I know students have learned? Teachers define the skills they want their students to possess
upon learning the lesson and create ways to measure the authenticity of students' learning and how successful
the activities have been carried out by them.
The problems that have been identified in Phase 1 must be addressed successfully by defining
observable and measurable outcomes. Then, teachers design activities or performance tasks to measure the
outcomes. Teachers must remember that having more than the multiple choice activities is better to effectively
see authentic learning among learners.

Step 4: Design Integration Strategies

Focus: What teaching strategies and activities will work best? Teachers decide on pedagogies and study its
execution.
In deciding on the instructional course of action, the characteristics of the topic and the needs of the
students are being taken into consideration whenever teachers create an instructional design for technology
integration. With this, teachers make decision on:
1. Instructional approaches - traditional or constructivist approach
2. Curriculum approaches - single subject approach or interdisciplinary approach
3. Grouping - from individual to pair or group learning
4. Sequence - must have acquired technology prerequisite skills to successfully learn from the resources

Step 5: Prepare Instructional Environment

Focus: Are essential conditions in place to support teaching and learning? Teachers establish the educational
environment to carry out effectively the plan of using technology in teaching and learning.
With the support of International Society for Technology in Education (ISTE) the teachers will be
guided in setting the essential standards to unleash at its level best the potentials of technology tools and
methods when used in teaching and learning Teachers have to remember that integration of technology in
education would only
be successful if there is an adequate hardware, software, and technical support available.

Phase 3: Post Instruction Analysis and Revisions

Step 6: Analyze results
Focus: What worked well? What could be improved? Teachers have to spend time reflecting and assessing
themselves to determine whether the integration of technology and if all processes in teaching and learning went
on smoothly and have been successful in the delivery.
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Step 7: Make Revisions
Focus: Should I make the revisions? After analyzing the results, it is important to determine the necessary areas
which need improvement for better execution of instruction with technology integration the next time around.

VII. Assessment
Illustrate through a diagram your own understanding of the different phases of Technology Integration
Planning Model. Explain why you have designed your diagram that way.

VIII. Assignment

Reflect
As a future teacher, think of a topic related to your specialization that you wish to deliver in a class.
Using the diagram below, design a plan on how technologies will be integrated for a successful teaching and
learning experience. Write your answer below.

How will I use the How will my selected How will my selected
selected technologies in technologies support technologies support
class instruction? students’ learning? students’ learning?

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