D e v e l o p i n g M a t e r i a l U s i n g T-

PA C K
M AT E R I A L D E V E L O P M E N T

MUH. IMAN
ANDHINI RAMADHANI IDRIS
Add an image here

CHAPTER1

CONTENT
 CONTENT

Pedagogical Technological
Content Pedagogical Technological Pedagogical
Content
Knowledge Knowledge Knowledge Content
Knowledge
Knowledge

The Power of PowerPoint | thepopp.com 3

Add an image here

CHAPTER2

INTRODUCTION
 Technological Pedagocal Content Knowledge, abbreviated as
TPACK (previously abbreviated as TPCK) is the knowledge
needed to integrate technology in learning. This knowledge
framework is derived from Shulman's (1986) construct of

What is Pedagogical Content Knowledge (PCK). Shulman (1987) argues

that preparing teachers or prospective teachers with general
pedagogical skills and subject matter knowledge, such as

T- PA C K ?
science, separately is insufficient.

Instead, a teaching foundation is needed that is at the intersection

of subject matter content and pedagogy. A science teacher is
expected to have a good PCK in order to carry out an effective
science learning process.

5
 F r a m e w o r k
T- PA C K

As an illustration of the learning trajectory, namely how much they are involved in
activities related to knowledge components: technological knowledge (TK), content
knowledge (CK), pedagogic knowledge (PK), content pedagogic knowledge (PCK),
technology pedagogic knowledge (TPK), and knowledge technology content (TCK), a
new knowledge called TPACK. Figure 1 below is the TPACK framework along with
related knowledge components In the TPACK framework model in Figure 1 above,
there are three components of teacher knowledge, namely subject matter, pedagogy
and technology. This model has three intersections that are equally important, namely

T- PA C K F r a m e w o r k the intersection between the body of knowledge expressed as PCK (pedagogical

content knowledge), TCK (technological content knowledge), TPK (technological
pedagogical knowledge), and TPACK (technology, pedagogy, and content knowledge)

The Power of PowerPoint | thepopp.com 6

Add an image here

CHAPTER3

Content Knowledge (CK)

 t e n t K n o w l e d g e ?
Wh a t i s C o n

Material knowledge (content knowledge or CK) is the teacher's knowledge of the field of study being studied or which will
be taught to students. The depth and breadth of content taught in secondary schools (SMP) will be different from the
content taught in high schools or universities. Material knowledge in this field of study can be in the form of knowledge
about concepts, theories, ideas, conceptual organizational frameworks, empirical evidence, as well as standard practices
and approaches in developing this knowledge (Shulman, 1986).

The Power of PowerPoint | thepopp.com 8

Add an image here

CHAPTER4

Pedagogical Knowledge(PK)
 i c a l K n o w l e d g e ?
What Is Pe d a g o g

Pedagogical knowledge (PK) is the teacher's knowledge of learning processes and practices
or teaching methods. PK also includes the teacher's understanding of educational goals in
general, knowledge of student characteristics, classroom management, and assessment of
learning processes and outcomes. Teachers who have good pedagogical knowledge will
understand how students build knowledge and acquire skills, and how students develop
habits of mind and positive learning attitudes.

The Power of PowerPoint | thepopp.com 10

Add an image here

CHAPTER 5

Te c h n o l o g i c a l K n o w l e d g e ( T K )
 o g i c a l K n o w l e d g e
Te c h n o l

Technology mediation theory assumes that both teachers and

technology take an active role in shaping the learning environment.
The need for technology is recognized and considered useful by
the teacher. In addition, teachers may use technology in ways that
may not be desirable from their initial design, but that technology
can be used creatively. Teachers need good knowledge of certain
technological abilities to assist students in learning certain topics or
skills with the help of technology. From this point of view then
technological knowledge does not only refer to the instrumental
skills needed to operate a technology but also implies knowledge
of technological capabilities to achieve personal and professional
goals.

The Power of PowerPoint | thepopp.com 12

 i n g T e c h n o l o g y
o f S u p p o r t
Examples

AUDIO VISUAL DIGITAL

Casette tapes, Radio, CD, Talking Video tapes, cartoons and drawing, Computer, Laptop, internet
Books, Music, Recording: Rhymes real object, slide projector, ect. resourches, educational software,
and Reading, ect. handphone, ect.

The Power of PowerPoint | thepopp.com 13

Add an image here

CHAPTER 6
Pedagogical Content Knowledge
(PCK)
 t e n t K n o w l e d g e
g o g i c a l C o n
Peda

“Pedagogical content knowledge identifies the distinctive

bodies of knowledge for teaching. It represents the
blending of content and pedagogy into an understandingof
how particular topics, problems or issues, are organized,
represented and adaptedtothe diverse interests and
abilities of learners, and presented for instruction.
Pedagogical content knowledge is the category most likely
to distinguish theunderstanding of the content specialist
from that of the pedagogue”.

The Power of PowerPoint | thepopp.com 15

 PCK

Magnusson, Krajcik and Borko (1999) describe PCK as the

Magnusson, professional knowledge a teacher consists of the five components
K raj ci k and B orko (1999 and experienced teachers will apply these components:

Orientation towards teaching (knowledge of the subject matter

1 content and beliefs/understanding of the material and how to teach
it);

2 Knowledge of the curriculum (what and when to teach it);

The Power of PowerPoint | thepopp.com 16

 PCK

3 Knowledge of assessment (why, what, and how to assess);

Knowledge of students' understanding of the content of the

4 field of study

5 Knowledge of learning strategies.

The Power of PowerPoint | thepopp.com 17

Add an image here

CHAPTER 7
Te c h n o l o g i c a l P e d a g o g i c a l C o n t e n t
K n o w l e d g e ( T- PA C K )
 T- PA C K

Technological Pedagocal Content Knowledge abbreviated as TPACK
The TPACK model is an extension of the PCK concept by adding
technology as a special type of teacher knowledge. According to the
TPACK Model from Koehler and Mishra, there are three main
components of teacher knowledge in the model, namely material
content, technology and pedagogy.
In simple terms, TPACK can be described as teacher knowledge about
when, where, and how to use technology, while guiding students in
improving their knowledge and skills in a particular field of study. For
example science, using an adequate pedagogical approach

The Power of PowerPoint | thepopp.com 19

 T- PA C K
Recognizing (knowledge), where teachers can use
technology/ICT and recognize alignment of technology/ICT
with content but not integrating technology in the learning
they do.
Accepting (persuasion), where the teacher forms a favorable
or unfavorable attitude towards learning content with
appropriate technology.

HOW TO MEASURE Adapting (decision), where the teacher is involved in activities

that direct the choice to adopt or reject science learning with
appropriate technology/ICT.

T-PACK? Exploring (implementation), where the teacher actively

integrates science learning with appropriate technology/ICT.

Advancing (confirmation), where the teacher evaluates the

results of making decisions about integrating science learning
with appropriate technology.
Add an image here

SECTION 8

Conclusion
 CO N C L U S I O N

Technological pedagogical content knowledge,

abbreviated as TPACK, is the knowledge needed to
integrate technology into learning. This knowledge
framework comes from Shulman’s construct of
pedagogical content knowledge (PCK) which is then
integrated with technology (ICT) in the TPACK
framework model there are three components of teacher
knowledge, namely subject matter, pedagogical and
technology.

The Power of PowerPoint | thepopp.com 22

THANK YOU!
Do You Have Any Questions?