TPACK AS A

FRAMEWORK FOR
TECHNOLOGY-
DRIVEN TEACHING
AND LEARNING
Presented by:
Ian Cesar Lucero
Jane Rose Cawaling
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.
What is TPACK?
• TPACK stands for TECHNOLOGICAL,
PEDAGOGICAL, AND CONTENT KNOWLEDGE.

• CK – content knowledge is the “WHAT” or the

understanding the content.
 TPACK MODEL
The figure shows a
balance and
collaborative
functions of the
varied activities
manifesting
teachers’
competencies.
There are two relevant video clips that can be viewed. They will reinforce the understanding
of TPACK. Search in youtube.
1. TPACK in Two Minutes. (https://www.youtube.com/watch?v=FagVSQ1ZELY)
2. Introduction to the TPACK Model Video Common Sense Media (
https://www,youtube.com/watch?v=glkn9Veggxo)
SAMR
Another important model in the integration of
technology in instruction is 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
S stand for Substitution. It is literally using technology
as an alternate for the regular item and is employed in
augmenting or assisting instruction.

A is Augmentation. In this part of technology

integration, there is a functional improvement in the
use of technology tool. With the google map, you can
use the features available such as measuring the
distance from one point to another.
M means Modification. In 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.
 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
Figure 5
Figure 5 is
an
infographic
that shows
the relation
of SAMR
and Bloom’s
Revised
Taxonomy.
Ipadagogy wheel
THE ASSURE MODEL
ASSURE model is a
guide in crafting an
instructional flow that
can guide the teacher
in integrating
appropriate
technology and media
into the instructional
process. It also refers
to a systemic
approach that the
teach can use when
writing and
instructional plan
SIX ESSENTIAL STEP IN PLANNING
INSTRUCTION.
1. ANALYZE LEARNERS – with the learners as the
center of the instructional process, the initial
considerations is to get a clear picture of the learners’
learning styles, age level, interests or preferences,
background, special needs and cultural diversity.

2. STATE OBJECTIVE – this is the main instruction

guide that will direct the flow to reach the target.
Know as the learning outcome expected of the
lesson.
3. SELECT METHODS, MEDIA, and MATERIALS –
selecting the appropriate way of delivering the lesson
and using the applicable media or technology can
effectively make learners acquire understanding of the
lesson or gain the competence desired.

4. UTILIZE METHODS, MEDIA and MATERIALS –

having selected the strategy, media and material is
halfway of the task done. Planning how to implement
these entails a lot of consideration. Bearing in mind the
learning outcome of the lesson, the teacher decides
which part of the instructional flow will be a particular
material or technology be employed and the manner on
how it be more effective to achieve the learning outcome.
5. REQUIRE LEARNER PARTICIPATION –
student engagement is an important element.
The learners have to be made to understand their
role in taking accountability of their own
learning

6. EVALUATE STUDENT PERFORMANCE –

assessing learners’ performance can take place
across phases of the lesson. However, it is
emphasized that the basic rule is that the
evaluation should be congruent to the learning
outcome provided in the lesson.
MODELS OF TECHNOLOGY -
ENHANCED INSTRUCTIONAL LESSONS
The conventional way of teaching in this century may
outmode the preference of present learners. The
teacher providing the information while taking center
stage may not hold students’ attention for a longer time

The roles that learners play in this millennium are no

longer limited to being receiver of information. They
desire to be actively involved in the retrieval of
information, repackaging them and using them to
create something unconceivable before.
100 THINGS STUDENTS CAN CREATE TO
DEMONSTRATE WHAT THEY KNOW
The learning place can
also evolve especially
when you consider the
varied roles that learners
play. They can learn and
perform the task in any
physical or virtual
location. There is also
the element of flexibility
since learners can tackle
assigned tasks at
preferred time or
manner of doing them.
LEARNERS CAN BECOME….
CONTRIBUTORS – learners can upload materials
such as video or an audio, post a message, submit an
output in a dropbox or add documents and eBooks and
add a picture or contribute to a digital world using a
“popup.”

CREATORS – students can collate a digital portfolio

or commonly known as ePortfolio or create a virtual
poster or an interactive resource. They can produce a
digital story, edit the entries and share.
COMMUNICATORS – using technology tools,
students can chat with peers, post a reply in a blog and
contribute a comment to the let thread flow. Creating
a wiki, editing and adding to it gives the students the
chance to communicate their thoughts.

COLLABORATORS – capstone projects can be

outputs of collaboration. Students can participate in
posting ideas in a Forum where there can be an
asynchronous disccussion.
There are many great ideas on how to integrate a
technological tool or an application in teaching lesson.

One common tool is a “mobile device”. It is a

computing gadget such as a smartphone or a tablet
computer that can be handheld and carried along by
the user.

Tools must be used as fundamental components of a

class as long as they are appropriate and strategically
integrated to facilitate learning for the integration of
technology in a lesson is an informed judgement of a
qualified and innovative teacher.
BLOGS
One interesting tool to explore is the blog.
It is a webpage that you need to create and
where you can write and post your ideas.
These are updated on a regular basis which
can inspire or educate those who read it. It is
and online journal that allows you to share
with the world what you think or feel
BLOGGING IDEAS
A. REFLECT ON READING. Using blogs, post your
reflections on a book that you are assigned to read.

B. PICTURE PROMPT. Post a blog on your reflection

based on a picture. Students can be given a word limit
in writing a creative piece or an idea.

C. STAT! Given limited time, students post their

interpretation of a statistical data provided in class.
This can be a homework assigned to them.

D. DREAMON! In a social studies class, students can post

about their dream destinations by describing the
culture, the people and scenic spots. Picture can be
added to enliven the posts.
WEB CONFERENCING IDEAS
A. EXPERT GUEST PRACTITIONER. Invite somebody
who is an expert in a particular field into a web
conference (e.g. Skype)

B. SHARE AND COMPARE. Using web conferencing, data

from a science investigation can be shared to other
groups or students from other schools

C. MEDIATED TUTORIAL. Through web conferencing,

learners can set a time for a tutorial session with an
assigned peer. A variation can be a mediated tutorial by a
teacher through any of the following web conferencing
PADLET

Padlet is another tool that can be

accessed online and suited for sharing
information or content and can allow
engagement of students.
In designing a lesson, always remember that it is not
about technology tool upon which the lesson revolves.
Rather, it has to be the objective of the lesson and the
knowledge and skill to be taught.

The following steps may be a good guide:

Step 1. identify learning objectives based on a topic or
content.
1. Determine if the objectives are observable or can be
manifested by the learner.
2. Consider the topic or subject matter that need to be
covered in the lesson.
STEP 2.
Determine knowledge and skills.
1. Analyze students’ knowledge and skills.

2. Determine how students will be able t o learn the

knowledge and skills.

3. Look for resources that can be useful in achieving

the objectives.
STEP 3
Select a tool or an instructional aid to use.
1. Be familiar with the tool you have selected and
learn how to use it.

2. Consider the content that needs to be placed in

the tool or the information that goes with the use
of t he tool
STEP 4
Determine the method of assessment.
1. Use a criteria to evaluate the technology tool or
instructional aid but always considering the
content as the most important criterion.

2. Consider the quality of information, the

technological skills needed by the students or
how you can present the technology tool that
would suit your objective.
A SAMPLE PLAN MAKING USE OF A
MOBILE DEVICE

Performance Outcomes: Learners must be able to . . .

1. Identify the plot of a given fiction (in literature)
2. Write a summary of one section of the plot (any of
the beginning, middle, or end)
3. Create a script to enact one section of the plot
4. Use a mobile device to document the section of the
plot and which has to be uploaded for the class to
review.
PREPARE THINGS NEEDED IN SETTING UP
THE CLASSROOM

1. A literacy material from a book

2. Mobile device with a camera
3. Internet access (i.e. beyond class hours or at home if
there is no internet connectivity in school)
4. Mobile devices have to be charged
5. Teacher need to ensure that a platform (e.g. a site, a
blog, or a wiki) has been set up where learners can
upload their own material
PLAN AND PUSH THE INTRUCTIONAL
FLOW
1. After finishing a particular fiction literature such
as a short story or a particular text, discuss with
learners the elements of a plot: the beginning,
the middle and the end of the story
2. Divide the class into smaller groups assigning
each team to work on the plot of the story in any
of the (1)beginning, (2) middle, or (3) end.
3. Each team will write a short script the
summarizes the portion of the plot assigned to
them.
4. Then they will act out a scene and
make use of their mobile device to
record their final play.

5. The recording will then be uploaded

to the class site (e.g. google site) or
class wiki for the rest of the big class
to view and comment
PROVIDE PLAUSIBLE POSSIBLITIES
1. The written script of a scene can be acted
out like in a radio play using the audio
recording feature of their mobile device
like in a podcast.

2. As a team, create a different ending or

inject a different twist in a story.