TPACK

TECHNOLOG
Y
INTEGRATIO
N
MODEL
REYES, DALIA D.
BEED-II
 TPACK
• Technological Pedagogical Content Knowledge
• espoused by Mishra and Koehler (2006)
• sets directions for describing use of technology in learning
and in other professional work.
• This framework attempts to put a context some of the
important qualities of teacher knowledge required for
technology integration in teaching while addressing the
complex, multifaceted, and situated nature of this knowledge.
• It highlights and describes the complex relationships between
three forms of knowledge.
 THREE FORMS OF KNOWLEDGE:

1) Pedagogical Knowledge (PK)

2) Content Knowledge (CK)
3) Technological Knowledge (TK)
TPACK
MODEL
 CONTENT KNOWLEDGE (CK)
• Is about subject matter from curriculum documents and
the deep learning of concepts, as well as the higher order
thinking and high level communication and other processes
in the curriculum.
• Teacher’s knowledge about the subject matter to be learned
or taught. (Koehler & Mishra, 2009)
• Shulman (1986) noted that this knowledge would include
knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well as
established practices and approaches toward developing such
knowledge.
 PEDAGOGICAL
KNOWLEDGE (PK)
• Is about strategies, and techniques used in classrooms
and other learning situations and environments to ensure
curriculum goals are met.
• Teacher’s deep knowledge about the processes and
practices or methods of teaching and learning. (Koehler &
Mishra, 2009)
• This generic form of knowledge applies to understanding
how students learn, general classroom management skills,
lesson planning, and student assessment. (Koehler &
Mishra, 2009)
 TECHNOLOGY
KNOWLEDGE (TK)

• About the digital and non-digital

technologies and tools we use in the
classroom.
 PEDAGOGICAL
CONTENT KNOWLEDGE (PCK)

• About knowing what teaching approaches

fit the content and expectations of the
subject.
 TPACK MODEL
• TK + CK = TCK
• TK + PK = TPK
• PK + CK = PCK
• T+P+C+K = TPACK
 TECHNOLOGICAL
CONTENT KNOWLEDGE (TCK)

• About interpreting your curriculum through

a technology lens and to consider the impact
of technology on what is changing in your
curriculum area.
 TECHNOLOGICAL
PEDAGOGICAL KNOWLEDGE (TPK)

• About the special pedagogical considerations

for using technology within your teaching
strategies or perhaps for considering new
pedagogical approaches afforded by the
qualities of the software
 TPACK

• Technological Pedagogical Content

Knowledge

• Is a way of describing how technology

pedagogy and content fit together to enable
powerful learning
 BENEFITS OF EFFECTIVE
TECHNOLOGY INTEGRATION
• Access to up-to-date, primary source material
• Methods of collecting /recording data
• Ways to collaborate with students, teachers, and experts
around the world
• Opportunities for expressing understanding via multimedia
• Learning that is relevant and assessment that is authentic
• Training for publishing and presenting their new
knowledge
 LEVELS OF
TECHNOLOGY
INTEGRATION
 TIM
• Technology Integration Matrix
• Illustrates how teachers can use
technology to enhance learning for
K-12 students.
• Associates five levels of technology
integration with each of the five
characteristics of meaningful
learning environments
 Entry Adoption Adaptation Infusion Transformation
Active Information passively Conventional Conventional independent Choice of tools and Extensive and
received procedural use of use of tools; some student regular, self-directed unconventional use
tools choice and exploration use of tools
Characteristics of the Learning Environment

Collaborative Individual student use Collaborative use Collaborative use of tools; Choice of tools and Collaboration with
of tools. of tools in some student choice and regular use for peers and outside
conventional ways exploration collaboration resources in ways not
possible without
technology

Constructive Information delivered Guided, Independent use for building Choice and regular Extensive and
to students conventional use knowledge; some student use for building unconventional use
for building choice and exploration knowledge of technology tools
knowledge to build knowledge

Authentic Use unrelated to the Guided use in Independent use in activities Choice of tools and Innovative use for
world outside of the activities with connected to students’ lives; regular use in higher order learning
instructional setting some meaningful some student choice and meaningful activities activities in a local or
context exploration global context

Goal-Directed Directions given, step- Conventional and Purposeful use of tools to Flexible and seamless Extensive and higher
by-step task procedural use of plan and monitor; some use of tools to plan order use of tools to
monitoring tools to plan or student choice and and monitor plan and monitor
monitor exploration
 TIM highlights the five main
purposes of technology integration:

1) To help students become more active,

collaborative, constructive, authentic and
goal-directed.
2) It is an excellent roadmap for setting
directions in your technology integration
practices (Rao, 2014)
 SUMMARY:

• TPACK MODEL shows the relationship of

Pedagogy, Content and Technology.
• A technology integrated curriculum offers
learners several benefits.
• Technology Integration Matrix/TIM shows
the progression of technology application in
the learning environment.