TOPIC

TPACK ( Technology, Pedagogy, and Content Knowledge)

ASSURE Model ( Analyze learners, State Objectives, Select Methods, Media &
Materials, Utilize Media & Materials, Require Learner Participation, Evaluation
and revise)

GROUP 3 REPORTERS:

GUZMAN, JOHN CHRISTIAN

MARINAS, LYNDA

NECOR, MIKHAELA JEAN

ORDINADO, JAMELA ANN

QUIJANO, HOLY ANGEL

RAGUDOS, JASMINE SHEILA

RIVAS, REIZNELLE

WHAT IS TPACK? (ORDINADO)

• TPACK is a technology integration framework that determines three types of

knowledge instructors need to associate for successful educational technology.

• This combination of knowledge includes Technological knowledge, Pedagogical

knowledge, and Content knowledge

TPACK (ORDINADO)
- Current educational practice suggests that teachers implement some form of
technology in their classrooms - but many teachers face difficulties in doing
so such as cost, access, and time often form considerable barriers to
 classroom implementation, but another obstacle is a lack of knowledge
regarding how technology can best be used to benefit students across
diverse subject matters.

CONTENT KNOWLEDGE (CK)

- CK will also differ according to discipline and grade level for example, middle
school science and history classes require less detail and scope than
undergraduate or graduate courses, so their various instructors' CK may
differ, or the CK that each class imparts to its students will differ.

PEDAGOGICAL KNOWLEDGE (PK)

- It refers to the methods and processes of teaching and includes knowledge

in classroom management, assessment, lesson plan development, and
student learning.

TECHNOLOGICAL KNOWLEDGE (TK)

- It refers to the knowledge about various technologies, ranging from low

tech technologies such as pencil and paper to digital technologies such as
the internet, digital video, interactive whiteboards, and software
programs.

TECHNOLOGICAL CONTENT KNOWLEDGE (TCK)

- This describes teacher's understanding of how technology and content can

both influence and push against each other.

TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE (TPK)

- This describes to teachers' understanding of how particular technologies

can change both the teaching and learning experience by introducing new
pedagogical affordances and constraints.
PEDAGOGICAL CONTENT KNOWLEDGE ( PCK)

- refers to the content knowledge that deals with the teaching process. -
TECHNOLOGICAL PEDAGOGICALCONTEXT KNOWLEDGE (TPACK)

- refers to the knowledge required by teachers for integrating technology into

their teaching in any content area.

Example of How to Incorporate the TPACK Framework inside the Classroom

Content knowledge (CK)

- what are you teaching and what is your own knowledge of the subject ? For
this lesson, you’ll need a solid understanding of topic and processes.

Pedagogical knowledge (PK)

- How do your students learn best and what instructional strategies do you
need to meet their needs and the requirements of the lesson plan?

Technological knowledge ( TK)

- What digital tools are available to you, which you know well enough to use,
and which would be most appropriate for the lesson at hand?

Pedagogical Content knowledge ( PCK)

- understanding the best practices for teaching specific content to your

specific students.

Technological Content Knowledge ( TCK)

- knowing how the digital tools available to you can enhance or transform the
content, how it's delivered to students, and how your students can interact
with it.

Technological Pedagogical knowledge ( TPK)

 - understanding how to use your digital tools as a vehicle to the learning
outcomes and experiences you want.
ASSURE MODEL (ORDINADO)

- A guide in crafting an instructional flow that can guide everyone in

integrating media and technology into the instructional process.

The ASSURE Model has 6 STEPS instructional system design to help teachers.

• Analyze Learners

• State Objectives

• Select Methods, Media and Material

• Utilize Methods, Media and Material

• Require Learner Participation

• Evaluate and Revise

Analyze Learners: General Characteristics (GUZMAN)

Analyze Learners

- The first step in the ASSURE model is to Analyze Learners. To Analyze the
Learners, you must examine the learner in detail. Like most things, without
taking the time in the beginning to examine the learner, nothing you have
prepared will be effective.
I. General Characteristics
- The more advanced have a sufficient base for using audiovisual or even verbal
materials. If learner apathy toward the subject matter is a problem, consider
using a highly stimulating instructional approach, such as a dramatic videotape
or a simulation game.

II. Specific Entry Competencies

 - At the beginning, you have to assume that the learners lack the knowledge
and skills but they possess the knowledge or skills needed to learn and
understand from the lesson.
III. Learning Style

Learning style refers to a cluster of psychological traits that determine how

an individual perceives, interacts with, and respond emotionally to learning
environments.

State Objective (QUIJANO)

- The objectives you use should be as specific as possible so the learner

understands what they are to accomplish. If objectives are clearly and
specifically stated, both the learning and teaching will become objective
oriented.

Most objectives contain four parts:

1. Audience-who your learners are?

2. Behavior to be demonstrated

3. Conditions under which the behavior will be observed; and 4. Degree to which
the learned skills are to be mastered.

Classification of Objectives

An objective may be classified according to the primary type of learning outcome

at which it is aimed. Although there is a range of opinion on the best way to
describe and organize types of learning. three categories (or domains), of learning
are widely accepted: cognitive skills, affective skills and motor skills.

Select Methods (MARINAS)

At this step, the instructor should connect the audience to the objectives. To
connect the two teachers must determine what method use.
THE SELECTION PROCESS HAS TWO STAGES:

(1) Deciding on the appropriate method for the given learning tasks, First it
would be overly simplistic to believe that there is one method that is
superior to all others or that serves all learning needs equally well.
(2) Choosing an appropriate media format and selecting, modifying, or
designing the specific materials within that format.

- Choosing a Media Format

A media format is the physical form in which a message is incorporated
and displayed.

Things to CONSIDER in media SELECTION models

a) instructional situation or setting

b) Learner variables
c) Some models also take into consideration the capability of each format to
give feedback to the learner.
- Obtaining specific material
- Selecting available materials
- Survey of sources
- Modifying available materials
- Designing new material

Utilize Technology, Media, and Materials (RIVAS)

- This step in the ASSURE process concerns making a plan as to how you will
utilize the technology, media, and materials that you have selected. As with
all of the instructional steps, you must make sure that your plans
contribute towards producing the objectives that you have laid down.

IT’S IMPORTANT TO FOLLOW THE FIVE ( 5 P’S)

Preview the Technology, Media, and Materials

 - This means that it’s important to plan ahead of time just how you’re going
to use them.
Prepare the Technology, Media, and Materials

- You need to gather together all of the things that you will need to teach
your lesson. They must be working properly.

Prepare the Environment (RAGUDOS)

- There is some minimal preparation required to set up the learning

environment.

Prepare the Learners

- First, you need to clearly inform the learners as to what the learning
objectives are. This will help the learners create a mental map of what they
need to absorb.

Provide the Learning Experience

- You then actually carry out the lesson. This is where all of your planning
takes effect.

Require learner participation evaluation and revise (NECOR)

Introduction

- The Require Learner Participation step requires you to describe how you are
going to get each learner actively and individually involved in the lesson.
Students learn best when they are actively involved in the learning
experience.

Evaluate student performance

- Here the evaluation should be matched to the objective. Ultimately this last
stage is the most important. You must evaluate the instruction process
from start to finish using the objectives you created in the beginning.