: 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.
• is a theoretical model describing the
capability of the 21st century teacher.
CK ( CONTENT KNOWLEDGE )
• 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.
PK ( PEDAGOGICAL KNOWLEDGE )
•It 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.
TK ( TECHNOLOGICAL KNOWLEDGE )
•This is the teacher's knowledge on
how to select, use, and integrate
these tools in the teaching and
learning context.
PCK ( PEDAGOGICAL CONTENT
KNOWLEDGE )
•This is how much competencies the
teachers have in making the
students learn concepts and skills.
TCK ( TECHNOLOGICAL - CONTENT
KNOWLEDGE )
•For example, to deepen student's
understanding of a concept or area of study,
students can gather information and collect
data and evidence using technology tools and
present these information using an
application.
TPK ( TECHNOLOGY - PEDAGOGICAL
KNOWLEDEGE )
•Is knowing how to select, use or
develop technology to manage
students learning.
In conclusion, TPACK will start
with content and then pedagogy
and layer in technology.
Sometimes, you might get excited
about the Technological tool and
design a lesson around it.
TPACK Model
Technological
Pedagogical
Content
Knowledge
(TPACK)
Technological Technological
Technology
Pedagogical Knowledge Content
Knowledge (TK) Knowledge
(TPK) Pedagogica (TCK)
Content
l
Knowledge
Knowledge
(CK)
(PK)
Pedagogical Content
: SAMR
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 stands for Substitution. It is literally using technology as an
alternate for the regular item that 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 a technology
tool.
• M means Modification. In this level, technology is used to
redesign a lesson.
• 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.
TRANSFORMATION
Skype with experts,
Tech allows for
Integrated movies, compare, combine,
R creation of new task
hot links, software, results via wikis and
Redefinition previously
apps bogs, publish world
inconceivable
wide online
Spreadsheets,
Tech allows for Integrated email,
M graphs, email with
significant lesson graphs, images,
Modification others, redesign lab,
redesign spreadsheets
hand in
Tech is a tool Word processing Grammar, spell,
A
substitute with some with spell check, cut check, cut, paste,
Augmentation
improvement and paste print, hand in
Tech is a tool Word process lab
S Word processor used
substitute with no reports, print out,
Substitution as a typewriter
functional change hand in
ENHANCEMENT
BLOOM’S 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.
ORIGINAL REVISED
HIGHER ORDER THINKING SKILL HIGHER ORDER THINKING SKILL
EVALUATION CREATING
SYNTHESIS EVALUATING
ANALYSIS ANALYSING
APPLICATION APPLYING
COMPREHENSION UNDERSTANDING
KNOWLEDGE REMEMBERING
LOWER ORDER THINKING SKILL LOWER ORDER THINKING SKILL
Educator designs a task that targets a higher order
CREATING Educator designs a task that has a significant impact on
student outcomes
SAMR
ON
TRANSFORMATI
EVALUATING
REDEFINITION
Tech allows for the creation of new
BLOOM’S
tasks, previously inconceivable
ANALYZING
MODIFICATION
Tech allows for significant task design
APPLYING
AUGMENTATION
ENHANCEMENT
Tech as a direct tool substitute, with
cognitive skill level
functional improvement
UNDERSTANDING
SUBSTITUTION
Tech as a direct tool substitute, with no
REMEMBERING functional change
