Southern Luzon State 2nd year college

School Grade Level

University
Ms. Saina Mae R. Maravilla
DAILY Ms. Micole Matriano
LESSON Ms. Diana Dionlay PED08
Teacher Learning Area
PLAN Mr. Peejay Enriquez
Ms. Shiene Mando
Ms. Erika Miones
Teaching Dates November 13, 2023 First Quarter
Quarter
and Time Monday 9:00-10:30AM (Midterm)

Session 1

I. OBJECTIVES At the end of the lesson, the students should be able to:
Analyze and familiarize themselves with the TPACK and SAMR frameworks
in designing technology-driven teaching and learning strategies,
A. Cognitive
demonstrating an advanced level of understanding in the context of
educational technology integration.
Demonstrate the application of TPACK principles in the design and
B. Psychomotor
implementation of technology-driven teaching and learning strategies.
Exhibit a heightened appreciation for the role of TPACK in fostering
C. Affective effective and meaningful technology-driven teaching and learning
strategies.
TPACK as a Framework for Technology-Driven Teaching and Learning
II. CONTENT
SAMR framework
III. LEARNING RESOURCES

A. References
Technology for Teaching and Learning
Author: Purita P. Bulbao, EdD
Ma. Asuncion Christine V. Dequilla, PhD
1. Textbook pages
Daisy A. Rosana, PhD
Helen B. Boholano, LIB, EdD
Page 128- 137
2. Additional Materials from
the Learning Resource
(LR) portal
• PowerPoint Presentation
B. Other Learning Resources • Laptop
• Smart Tv
IV. PROCEDURES
MS. MARAVILLA: “Good morning class! Before we start our discussion, let’s
all stand and let us pray.”

Prayer (To be led by Mr. Enriquez):

“(Our Father) Who art in heaven, hallowed be Thy name; Thy kingdom
come; Thy will be done on earth as it is in heaven. Give us this day our daily
bread, and forgive us our trespasses as we forgive those who trespass
A. Prayer and Motivation
against us, and lead us not into temptation, but deliver us from evil. Amen.”

You may now sit. Once again, good morning class! We are your teacher for
today. I hope that all of you will cooperate and listen to us today.

Now, let us have a game. This is called 4 pics 1 Word. All you have to do is to analyze the
pictures and guess the one right word resembling the pictures.
 Ans: Content

Ans: Technology-Driven
B. Review of Previous Lessons
Game:
Complete the Puzzle
C. Presenting examples/
instances of the new lesson
The students will have to stick together every piece of the puzzle, and they
must explain the meaning aside from the complete puzzle.

During the class, the student divided in to two groups and should be able
to present a role play about TPACK.
Rubrics:
D. Activities Relevance to the topic-40%
Group participation-30%
Group Effort-15%
Creativity-15% Total-100%
Project: Tech-Integrated Lesson Plan

Students will create a lesson plan that effectively integrates technology

E. Developing mastery
(Processing)
using the TPACK framework. They should demonstrate an understanding of
how technology, pedagogy, and content knowledge intersect in their lesson
design. The lesson can be for any subject or grade level.

F. Making generalizations and
abstractions about the lesson
RUBRICS
Understanding of the TPACK (30 pts.)
- Clearly explains the TPACK framework and its components (10
points)
- Demonstrates how technology, pedagogy, and content
knowledge interact in the lesson plan (10 points)
- Shows a deep understanding of how technology enhances the
learning experience (10 points)
Lesson Plan (30 pts.)
- Defines clear learning objectives (10 points)
- Integrates appropriate technology tools/methods (10 points)
- Demonstrates alignment of technology with pedagogical strategies (10
points)
Student Engagement (20 pts.)
- Describe how the lesson engages and motivates students (10 points)
- Addresses diverse learning needs and styles (10 points)
Assessment and Feedback (10 pts.)
- Describes how learning outcomes will be assessed (10 points)
- Includes a feedback mechanism for students (10 points)
Presentation (10 pts.)
- Communicates the lesson plan (10 points)
TOTAL: 100 PTS.
TPACK as a framework for technology-driven teaching and learning 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.
The Technological, Pedagogical and Content Knowledge known as TPACK
Theoretical model describing the capability of the 21st century teacher. 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.
Content knowledge (CK) It is the 'what understanding of the content such as
language arts, math, science, 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 methods and appropriate
strategies.
Pedagogical and content areas of knowledge (PCK) This shows how much
competency the teachers have in making the students learn concepts and
skills. This includes the knowledge of how to use techniques that can
meaningfully address different learning styles while supporting content with
deeper understanding. Schulman (2008) Consider this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and Koehler
(2006) is relevant to 21st century teaching.

Technological knowledge is the (TK). This is the teachers' knowledge on how

to select, use and integrate these tools in the teaching and learning context.
This is not only about the tools but also about the quality of content that
students can access through appropriate applications and sites.
Technological-Content Knowledge (TCK) When technology is used in a
specific subject area to enrich and deepen student's understanding of content.

Technology-Pedagogical Knowledge (TPK) Knowing how to select, use or

develop technology to manage student learning.It allows students 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
their action plan while in or out of school. The drawn plan can be presented
using a productivity tool (i.c. powerpoint presentation or a digital story) to
pertinent persons for feedback.

SAMR SAMR is a model designed to help educators infuse technology into

teaching and learning. Developed by Dr. Ruben Puentedura, the model
supports and enables 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 alternative 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 carb
instead. Showing a location in a map can be substituted by the use of google
map or google earth. A is Augmentation, In this part of technology integration,
there is a functional improvement in the use of a 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. M means Modification. At this level, technology is used to redesign a
lesson. When studying geography for example, google applications have
panoramio. Using this you can guide students to start uploading their own
pictures of places they may have visited online. R represents the idea of
creating something from 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 a technology tool or application. Blooms' Digital
Taxonomy 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's
Taxonomy.
G. Finding practical
In your understanding of what TPACK is, and its use in teaching. Write an
applications of concepts and
skills in daily living essay of at least 2 paragraphs on the rules of SAMR in teaching.
(Reflection)
Get ¼ sheet of paper we will have a short quiz.

Questions:
Multiple Choice
1. It is a theoretical model describing the cob ability of a 21st-century teacher.
A. CK
B. PCK
C. TPK
H. Evaluating learning D. TPACK
2. In SAMR, S stand for?
A. Subjective
B. Software
C. Spell
D. Substitution
3. It is a model designed to help educators infuse technology into teaching and
learning.
A. TPACK
 B. CK
C. SAMR
D. Modification
4. In this level, technology is used to redesign a lesson.
A. CK
B. SAMR
C. Modification
D. PCK
5. The idea of creating something from the regular item.
A. Represent
B. Substitution
C. TRK
D. Knowledge

Enumeration:
6-8. What are the three main components of TPACK?
Ans: TPACK comprises three main components: Technological Knowledge (TK),
Pedagogical Knowledge (PK), and Content Knowledge (CK).
Essay:
9-10. How can educators develop their TPACK?
Ans: Educators can develop their TPACK through professional development,
collaboration with colleagues, and by reflecting on their teaching practices with
technology.

I. Additional activities for

None.
application of remediation
V. REMARKS

Prepared by:
Saina Mae R. Maravilla
Micole P. Matriano
Shiene Mando
Diana Pamela Dionlay
Peejay Enriquez
Erika Miones
Pre-service Teachers