TPACK MODEL pedagogical techniques that use technologies in

constructive ways to teach content; knowledge of

Technological Pedagogical Content Knowledge, is
what makes concepts difficult or easy to learn and
a model that helps teachers consider where their
how technology can help redress some of the
strengths and weaknesses lie in their knowledge of
problems that students face.
content, pedagogy, and technology and how these
areas work together for innovative teaching and
learning.

The TPACK framework, specific technological tools

(hardware, software, applications, associated
information literacy practices, etc.) are best used to
instruct and guide students toward a better, more
robust understanding of the subject matter.

7 Components of TPACK

Content Knowledge (CK) – “Teachers’ knowledge

about the subject matter to be learned or taught.
Pedagogical Knowledge (PK) – “Teachers’ deep
knowledge about the processes and practices or
methods of teaching and learning. They encompass,
among other things, overall educational purposes,
values, and aims.
Technology Knowledge (TK) – Knowledge about
certain ways of thinking about, and working with
technology, tools and resources. This includes
understanding information technology broadly
enough to apply it productively at work and in
everyday life.
Pedagogical Content Knowledge (PCK) – the
teacher interprets the subject matter, finds multiple
ways to represent it, and adapts and tailors the
instructional materials to alternative conceptions
and students’ prior knowledge.
Technological Content Knowledge (TCK) – An
understanding of the manner in which technology
and content influence and constrain one another.
Teachers need to understand which specific
technologies are best suited for addressing subject-
matter learning in their domains and how the
content dictates or perhaps even changes the
technology—or vice versa.
Technological Pedagogical Knowledge (TPK) – An
understanding of how teaching and learning can
change when particular technologies are used in
particular ways.
Technological Pedagogical Content Knowledge
(TPACK)- is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
The point of TPACK is to understand how to use
technology to teach concepts in a way that
enhances student learning experiences.
Example:
You deliver content to your students via your
learning management system (LMS). Even if you
have sufficient knowledge of the content you’re
teaching (CK) and of your LMS (TK), you might still
subject your students to an entire online course of
text-based PDFs. While this is an adequate display
of both content and technical knowledge, you could
argue that it is not enhancing the learning
experience. However, if you recognized how your
content could be presented in a more interactive
waye.g., video, class discussion, game, etc. and you
knew how to make that happen via your LMS, then
you just leveled up to Technical Content Knowledge
(TCK).
Why TPACK is important?
Instructors and administrators recognize the
benefits technology can have in the classroom-
whether that be preparing students for a technology-
driven world or helping to simplify course, school,
and district management.
The Three Domains
1. Technological Knowledge (TK):
➢ Refers to educators’ understanding of
various technologies, including hardware,
software, and digital tools.
➢ Teachers need to be proficient in using
technology to enhance learning
experiences.
2. Pedagogical Knowledge (PK): disruptive. School policies might restrict social
media use or limit internet access. Teachers must
➢ Focuses on effective teaching methods,
navigate these norms and adapt their TPACK
instructional strategies, and classroom
strategies accordingly. For instance, they might
management.
focus on face-to-face interactions or use technology
➢ Educators must know how to engage
discreetly.
students, facilitate discussions, and create
meaningful learning environments. 3. Interpersonal Context:

3. Content Knowledge (CK): Example: Collaboration with colleagues, students,

➢ Encompasses mastery of the subject matter
being taught.
➢ Teachers need deep content knowledge to
convey concepts effectively.
The TPACK Intersection
and parents significantly impacts TPACK. Consider
a teacher collaborating with other educators to
design cross-disciplinary projects. Their TPACK
discussions lead to innovative lesson plans that
integrate technology seamlessly. Conversely, lack of
collaboration might hinder TPACK development.

• TPACK emerges at the intersection of TK, PK, and 4. Intrapersonal Context:

CK.
Example: Personal beliefs and motivations shape
• Effective teaching occurs when educators
TPACK. A teacher who values student creativity
seamlessly blend these domains:
might explore digital storytelling tools to enhance
❖ TPK: How to teach specific content using
content delivery. Another teacher with a growth
technology.
mindset might actively seek professional
❖ PCK: Understanding how content should be
development to improve their TPACK. These
taught.
individual perspectives influence instructional
❖ TCK: Knowing how technology influences
choices.
content representation and understanding.
Exercising TPACK Competency
Contextual Influences on TPACK
Following the TPACK-in-Action model:
✓ TPACK-in-Action considers contextual factors:
• Physical/Technological: Available 1. Modeling: Demonstrating TPACK principles.
resources and infrastructure.
In this phase, facilitators demonstrate TPACK
• Cultural/Institutional: Institutional norms,
principles in action. They showcase how to
policies, and beliefs.
seamlessly blend technology, pedagogy, and
• Interpersonal: Collaborations with
content.
colleagues, students, and parents.
• Intrapersonal: Personal beliefs and 2. Analyzing: Reflecting on TPACK in practice.
motivations.
Educators reflect on their TPACK practices. Teacher
Educational contextual factors: critically examine their teaching experiences,
identifying areas for improvement.
1. Physical/Technological Context:
3. Demonstrating: Applying TPACK to lesson
Example: Imagine a school in a rural area with design.
limited access to technology. Teachers face
challenges due to inadequate infrastructure, slow Participants apply TPACK knowledge to design
internet, and outdated devices. Their TPACK lesson plans. They create instructional materials
decisions are influenced by these physical that seamlessly weave technology, pedagogy, and
limitations. They might adapt by using offline content.
resources, leveraging mobile devices, or creatively
4.Application: Implementing TPACK in classrooms.
integrating low-tech solutions.
Educators implement TPACK in their classrooms.
2. Cultural/Institutional Context:
They put their lesson plans into action, adapting as
Example: In a conservative cultural context, certain needed based on student responses.
technologies may be perceived as inappropriate or
5. Reflection: Evaluating and refining TPACK-based
practices.
After teaching with TPACK, educators evaluate their
practices. They assess the impact of technology on
student learning and adjust their strategies.
ADDIE MODEL
ADDIE means analysis, design, development,
implementation, and evaluation. ADDIE is
designed to be a flexible, continuous process of
improvements and iterations.
1. Analysis
➢ Define the problem, identify the source of
the problem and determine possible
solutions.
➢ The foundation for all other phases of
instructional design.
2. Design
➢ Involves using the outputs from the Analyze
phase to plan a strategy for developing the
instruction.
➢ You must outline how to reach the
instructional goals determined during the
Analyze phase and expand the instructional
foundation.
3. Development
assesses the overall effectiveness of the
instruction. Data from the Summative
Evaluation is often used to make a decision
about the instruction (such as whether to
purchase an instructional package or
continue/discontinue instruction).
ADDIE MODEL WITH ICT INTEGRATION
1. Analysis Phase
• Use ICT tools like surveys, interviews, or online
assessments to gather data about learners' needs,
existing knowledge, and learning preferences.
• Analyze the collected data using software for data
analysis to identify gaps and determine learning
objectives.
2. Design Phase
• Utilize ICT tools such as graphic design software,
mind mapping tools, or virtual whiteboards to create
visual representations of the course structure,
instructional materials, and learning activities.
• Develop storyboards or flowcharts using digital
tools to outline the sequence of content delivery and
interactions.
• Incorporate multimedia elements (videos,
simulations, animations) using authoring tools to
cater to diverse learning styles.

➢ This phase is to generate lesson plans and 3. Development Phase

lesson materials. During this phase you will
• Create digital learning materials (presentations,
develop the instruction, all media that will
documents, interactive modules) using authoring
be used in the instruction, and any
software, allowing for easy modification and
supporting documentation.
updates.
4. Implementation
• Use Learning Management Systems (LMS) or
➢ phase refers to the actual delivery of the content authoring platforms to organize and deliver
instruction, whether it's classroom-based, course content efficiently.
lab-based, or computer-based.
• Collaborate with subject matter experts and
➢ The purpose of this phase is the effective
stakeholders using virtual communication tools to
and efficient delivery of instruction.
review and refine the course materials.
5. Evaluation
4. Implementation Phase
➢ Measures the effectiveness and efficiency of
• Deploy learning management systems or online
the instruction.
platforms to deliver content to learners
➢ Formative Evaluation is ongoing during and
asynchronously, enabling access to resources
between phases. The purpose of this type of
anytime, anywhere.
evaluation is to improve the instruction
before the final version is implemented. • Facilitate virtual classrooms or webinars using
➢ Summative Evaluation usually occurs after video conferencing tools for real-time interaction
the final version of instruction is and collaboration among learners and instructors.
implemented. This type of evaluation
• Provide access to online forums or discussion
boards for peer learning and support.
5. Evaluation Phase
• Use learning analytics tools integrated into LMS
platforms to track learner progress, participation,
and performance.
• Conduct surveys or online assessments to gather
feedback from learners regarding the effectiveness
of the instructional materials and learning
experiences.
• Analyze data collected from ICT tools to assess the
achievement of learning objectives and identify
areas for improvement in future iterations.
GAMIFICATION
Gamification is adding game mechanics into
nongame environments, like a website, online
community, learning management system or
business’ intranet to increase participation.
The goal of gamification is to engage with
consumers, employees and partners to inspire
collaborate, share and interact.
Classroom Gamification- adding game elements
to a non-game situation.
Gamification in 21st Century Skills- Gamified
classrooms act as a vessel for teaching a wide range
of 21st-century skills such as critical thinking,
creative thinking, collaboration, and
communication. At the same time, since digital
technology and connectivity are fundamental
aspects of gamified learning, students also have the
opportunity to expand their 21st-century
information, media, and technology literacy skills.
Communication and Collaboration: At the core,
games are collaborative and, transforming a
traditionally isolated learning activity into a gaming
quest “allows technology to foster the collaboration
process.
Creative Thinking: Classroom gamification
encourages students to think creatively.
Critical Thinking: Gamified learning experience
encouraged students to “generate connections,
build arguments, and support claims.”
Example gamified learning apps:
• Quizlet - utilizes gamification to produce
simple, effective quizzes on study material.
Students using Quizlet often learn more
effectively and with more engagement than
those that use traditional flash-card-based
approaches.
• Duolingo - an education platform that has
applied gamification. It is a platform where users
learn languages through practice and play.
Learners can acquire points, level up, and
compete with others to stay motivated in the
learning process.
• Google Read-Along app - a great example of
gamification in education. It uses gamified
features such as points and badges to help
improve the reading experience for young
learners who are just beginning their journey
with books.
Gamification Timeline
S&H Green Stamps (1896) – Stamps were
distributed as a part of a rewards program designed
to encourage customer loyalty.
The Boy Scout movement (1908) – Boy scouts were
provided a series of obstacles they would have to
overcome to earn rewards.
The birth of social video games (1970s) – Sega and
Atari introduced arcade games. They were the first
social video games.
The Game of Work (1973) – Written by Charles
Coonradt, the book talks about how fun and games
can tackle the problem of reduced employee
engagement. He suggested that game mechanics
can promote satisfaction, motivation, and
productivity.
Multi-user dungeon game (1979) – Gamification
takes on a creative approach by combining
programming, role-playing, and interactive fiction to
inspire users to keep playing.
What Makes Things Fun to Learn (1981) – Thomas
W. Malone at the Massachusetts Institute of
Technology published a study of intrinsically
motivating computer games. He outlined how
gaming mechanics can be added to different areas,
especially education.
Advantage (1981) – American Airlines released the
first frequent flier program, a critical factor in
promoting customer loyalty.
Gaming trends spread to millions (1990s) – By the
90s, about 30% of American households had a
Nintendo home console.
Who plays MUAs (Multi-User Adventures) paper
(1996) – Richard Bartle published a paper explaining
why different people play games. He divided game
players into different categories: achiever, explorer,
socializer, and killer.
Serious Games Initiative (SGI) (2002) – The
Woodrow Wilson International Center of Scholars
founded SGI to use games to promote user
engagement.
Origins of Gamification in Education
The term “gamification” was first introduced by Nick
Pelling in 2002. Used the term gamification to
describe the application of game elements and
principles to non-game contexts. He is a game
designer tasked with creating a game like a user
interface for vending machines and ATMs.
In 2005, Rajat Pahari released and created the first
example of modern gamification – Bunchball.
Bunchball is a cloud-based platform designed to
help organizations and businesses use
gamification’s power entirely.
Efficacy of Motivation- Teachers can take
advantage of students' innate desire for
achievement and acknowledgment by incorporating
components such as leaderboards, badges, and
points.
Personalized Education and Quick Feedback-
Personalized learning experiences that are tailored
to the unique needs and, students receive rapid
evaluations of their progress through fast feedback
systems, allowing them to focus on their areas of
strength and improvement.
Promoting Social Learning and Collaboration-
Students are encouraged to collaborate, share
ideas, and solve problems as a group by introducing
peer-to-peer competitions, group challenges, and
multiplayer elements.
Enhancing Problem-Solving and Critical Thinking
Abilities- Gamified learning often involves students
in complex tasks and scenarios that require them to
apply critical thinking and problem-solving skills in
order to advance.
Benefits of Gamification
➢ Increased Engagement: Gamification has a
unique capacity to capture and hold students'
attention, making the learning process exciting
and engaging. Games are naturally interesting
and may hold students' attention better than
traditional teaching techniques.
➢ Enhanced Retention and Comprehension:
Gamification enhances students' capacity to
retain and comprehend complicated subjects
through storytelling and instant feedback.
➢ Personalized Learning: Gamification allows for
personalized learning experiences that respond
to individual learner needs and interests.
➢ Development of Critical Skills: Gamification
promotes the development of important 21st-
century competencies and prepares learners for
success in a quickly changing world.
➢ Data-Driven Insights: Gamification in
education helps educators to collect vital data,
allowing them to make educated choices and
give personalized assistance to learners.
Challenges of Gamification in Education
➢ Design and Implementation: Developing
elements of games that correspond with
instructional goals might be difficult. Designing
activities and incentives that really boost
learning is vital.
➢ Accessibility and Inclusivity: Gamified
educational platforms must be accessible to all
students, particularly those with disabilities or
who have limited access to technology.
Furthermore, not all students have access to
personal gadgets or stable internet connections
necessary for gaming-based education.
➢ Overemphasis on Rewards: An excessive
reliance on extrinsic incentives, such as points
and badges, could damage intrinsic
motivation—the innate joy that comes from
learning.
➢ Teacher Proficiency: Teachers may lack
familiarity with gamification techniques and
may be uncertain about their effectiveness.
➢ Lack of training and Support for Effective
Integration: Successful implementation of
gamification requires ongoing training and
support, which can strain educational
resources.
 ICT TOOLS
❖ Information and Communication Technology
(ICT)- refers to the combination of
manufacturing and service industries that
capture, transmit, and display data and
information electronically. It also describes the
whole range of processes involved in the
generation, storage, transmission, retrieval, and
processing of information.
❖ The ICT tools means to digital infrastructures like
computers, laptops, printers, scanners,
software programs, data projectors, and
interactive teaching box.
❖ ICTs have also influenced student-centered
learning by providing more creative solutions to
different types of learning inquiries.
SPREADSHEET
A spreadsheet is a computer program that can
capture, display and manipulate data arranged in
rows and columns. A spreadsheet is generally
designed to hold numerical data and short text
strings. A function is a predefined formula that
performs calculations using specific values in a
particular order.
POWERPOINT PRESENTATION
PowerPoint allows presenters to translate complex
ideas, facts, or figures into easily digestible visuals.
Visual representations of information activate the
right hemisphere of the brain, which allows viewers
to interpret, expound, and engage with what they're
seeing.
Word processing- Processing refers to the act of
using a computer to create, edit, save and print
documents.
One example of a Word Processor is Microsoft Word,
but other word processing applications are also
widely used.
Examples include Microsoft Works Word Processor,
Open Office Writer, Word Perfect and Google Drive
Document.
AI-assisted educational tools- refer to
technologies that incorporate artificial intelligence
(AI) to enhance and support the learning experience.
These tools leverage AI algorithms and machine
learning to provide personalized, adaptive, and
interactive educational content.
An online Learning Management System (LMS) - is
a software platform designed to facilitate the
administration, delivery, and management of
educational courses and training programs over the
internet. LMSs are commonly used by educational
institutions, businesses, and organizations to
provide a centralized and efficient way to deliver and
track learning activities.
AVP AUDIO AND VISUAL TOOLS
AVP (Audio-Visual Production) tools in 21st-
century teaching and learning refer to a diverse
range of multimedia resources, software
applications, and hardware devices that integrate
audio and visual elements to enhance educational
experiences for students and educators.
ADVANTAGES
➢ Enhanced Engagement: AVP tools captivate
students' attention through dynamic multimedia
content, such as videos, animations, and
interactive presentations, leading to increased
engagement and participation in lessons.
➢ Multimodal Learning: AVP tools cater to diverse
learning styles by providing multiple modalities
for accessing and interacting with content.
➢ Improved Concept Retention: Audio-visual
content aids in the retention and
comprehension of complex concepts.
➢ Facilitation of Active Learning: AVP tools
encourage active participation and
collaboration among students.
➢ Personalized Learning Experiences: AVP tools
support personalized learning by allowing
students to access and interact with
educational content at their own pace and
according to their individual interests.
DISADVANTAGES
➢ Technical Challenges: Implementing AVP tools
may present technical challenges, such as
software compatibility issues, hardware
requirements, and troubleshooting difficulties.
➢ Time-Consuming Production Process:
Creating high-quality audio-visual content can
be time-consuming and labor-intensive.
➢ Accessibility Concerns: Certain learners,
particularly those with disabilities or limited
access to technology, may face barriers in
accessing and engaging with AVP content.
➢ Quality Control Issues: Maintaining the quality
and accuracy of AVP content can be challenging.
➢ Dependency on Technology: Reliance on AVP
tools for teaching and learning exposes
educators and students to the risks of
technological disruptions, such as software
glitches, network outages, and hardware
malfunctions.
OPEN-ENDED TOOLS (BLOGS AND VIDEOS)
Open-ended tools in the context of blogs and
videos refer to platforms or mediums that provide
creators with the flexibility to explore diverse topics,
styles, and formats while encouraging engagement
and interaction with their audience.
Blogs:
• WordPress: is a popular open-ended tool for
blogging that offers a wide range of themes, plugins,
and customization options.
• Blogger: Blogger, owned by Google, is another
open-ended platform for creating and publishing
blogs. It provides users with easy-to-use tools for
writing, formatting, and organizing content, allowing
creators to express themselves creatively and share
their thoughts with the world.
• Medium: is a blogging platform that combines
elements of social networking and publishing.
Videos:
• YouTube: is the leading open-ended platform for
hosting and sharing videos. Creators can upload
videos on diverse topics, including tutorials, vlogs,
reviews, entertainment, and educational content.
• Vimeo: is another popular platform for hosting and
sharing videos, with a focus on high-quality and
creative content. Creators can use Vimeo to
showcase their films, animations, documentaries,
music videos, and other visual projects.
• TikTok: is a video-sharing platform that allows
users to create short- form videos set to music or
audio clips. It has gained popularity for its open-
ended format, which encourages creativity, humor,
and authenticity.
ADVANTAGES
➢ Promotes Student Engagement: Blogs and
videos can capture students' interest and
attention through visually appealing content,
compelling storytelling, and interactive features.
➢ Facilitates Differentiated Instruction: Open-
ended tools allow educators to provide tailored
learning experiences that cater to diverse
student needs, interests, and learning styles.
➢ Encourages Reflection and Expression: Blogs
and videos provide platforms for students to
reflect on their learning experiences, share their
thoughts, express their opinions, and engage in
meaningful discussions with peers.
➢ Supports Collaborative Learning: Through
blogs and videos, students can collaborate with
peers, contribute to group projects, share
resources, and provide feedback to one another.
➢ Expands Learning Beyond the Classroom:
Open-ended tools enable students to access a
wealth of educational resources, perspectives,
and voices from around the world.
DISADVANTAGES
➢ Quality and Credibility Concerns: The
open nature of blogs and videos means that
content quality and credibility can vary
widely.
➢ Digital Distractions: The interactive and
multimedia-rich nature of blogs and videos
may lead to distractions and multitasking
behaviors among students. Without clear
guidelines and boundaries, students may
struggle to stay focused on learning
objectives.
➢ Technical Challenges: Access to and use of
open-ended tools may be hindered by
technical issues such as slow internet
connections, incompatible devices, or
limited access to technology resources.
➢ Privacy and Security Risks: Blogs and
videos involve online sharing and
communication, which can raise concerns
about privacy, data security, and online
safety.
➢ Time and Resource Demands: Creating
and maintaining blogs and videos requires
significant time, effort, and expertise from
educators.