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    What Is TPACK Framework

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    May Teologo Domingo
    The TPACK framework explains the set of knowledge that teachers need to effectively teach their subjects and incorporate technology. It was developed by Mishra and Koehler based on Shulman's idea of pedagogical content knowledge. TPACK identifies three main knowledge areas - technology, pedagogy, and content - and how they overlap and influence each other. When planning lessons, teachers should first identify learning outcomes, then choose an instructional activity type, and finally select appropriate technologies to support student learning.

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    What Is TPACK Framework

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    May Teologo Domingo
    279 views17 pages
    The TPACK framework explains the set of knowledge that teachers need to effectively teach their subjects and incorporate technology. It was developed by Mishra and Koehler based on Shulman's idea of pedagogical content knowledge. TPACK identifies three main knowledge areas - technology, pedagogy, and content - and how they overlap and influence each other. When planning lessons, teachers should first identify learning outcomes, then choose an instructional activity type, and finally select appropriate technologies to support student learning.

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    The TPACK framework explains the set of knowledge that teachers need to effectively teach their subjects and incorporate technology. It was developed by Mishra and Koehler based on Shulman's idea of pedagogical content knowledge. TPACK identifies three main knowledge areas - technology, pedagogy, and content - and how they overlap and influence each other. When planning lessons, teachers should first identify learning outcomes, then choose an instructional activity type, and finally select appropriate technologies to support student learning.

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    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    279 views17 pages

    What Is TPACK Framework

    Uploaded by

    May Teologo Domingo
    The TPACK framework explains the set of knowledge that teachers need to effectively teach their subjects and incorporate technology. It was developed by Mishra and Koehler based on Shulman's idea of pedagogical content knowledge. TPACK identifies three main knowledge areas - technology, pedagogy, and content - and how they overlap and influence each other. When planning lessons, teachers should first identify learning outcomes, then choose an instructional activity type, and finally select appropriate technologies to support student learning.

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    What is TPACK

    Framework?
    PREPARED BY:
    ROSALYN M.QUITUA
    TPACK (Technological Pedagogical Content
    Knowledge)
    It is a theory that was developed to explain the set of knowledge that
    teachers need to teach their students..
     A subject….
     Teach effectively
     Use of technology
    How the Concept Came
    About….
     in 2006 Punja Mishra and Matthew J. Koehler wrote the seminal piece on TPACK model
    entitled “Technological Pedagogical Content Knowledge”. A Framework for Teacher
    Knowledge”.

     Their theory comes after 5 years of studying teachers at all different levels with design
    experiments to see how their classroom operated.

     They based their initial idea on Lee S. Shulman’s 1986 work. “Those Who Understand
    Knowledge Growth in Teaching”.
    Two Knowledge Sets According to
    Shulman
    According to Shulman effective teachers overlap these two knowledge sets
    which he calls “Pedagogical Content Knowledge”.

     A set of content knowledge-specific knowledge about the subject they are


    teaching.
     A set of pedagogical-knowledge about how to teach including specific
    teaching methods.
    Evolution of the TPACK model
    3 Knowledge Areas of TPACK

     Technology
     Pedagogical
     Content knowledge
     Shulman’s Overlap(PCK)
    This lesson reminds us that,as a teacher,we design lessons based on how students can best learn our
    specific course materials..
     Rich Mark’s(1990)
    “represents a class of knowledge that is central to teachers work and that would not typically be held
    by non-teaching subject matter experts or by teachers who know little of that subject. As teachers we
    know that PCK is required to simplify a subject and teach it effectively.
     2nd Overlap(TCK)
    How the technology influences the content
    For example: Teachers used to teach penmanship and cursive to their students but many school
    districts have eliminated cursive handwriting from school curriculum without entering into the debate
    on the merits of cursive.it is clear that technology impacted the content knowledge that we teach
    students.
     3rd Overlap(TPK) –highlights the area:
    ->where technology and pedagogy influence each other.
    ->incorporating technology into the classroom often causes a change in how
    the material is taught.

     TCPK
    This area acknowledges that all three of these sets of knowledge are
    influencing each other ,that each is important, and that we have an effective
    learning environment, we need to consider all three.
     Mishra and Koehler paraphrase Mark’s comment about PCK to
    apply the idea to TPACK.

    “TPACK represents a class of knowledge that is control to teachers work with


    technology. This knowledge would not typically beheld by technologically
    proficient subject matter experts, or by technologist who know little of the subject,
    or of pedagogy or by teacher’s who know little of the subject or about
    technology”.
    How does It Impact Teaching and Learning
    with Technology.
    Mishra and Koehler claim that the lack of awareness of TPACK keeps
    technology separated and leads to 4 problems with using technology in
    the classroom.
     First,there are such rapid changes in technology that is extremely difficult to
    keep up with all the latest advancements and apps.
     2nd,software is design for business, not for education.This often means that
    students are learning how to use the program and not learning the content
    of the class.
     3rd problem with keeping technology separate is the situational nature of the
    classroom.
    Ex. A teacher can adjust a lesson to make sure it meets the needs of specific
    group of students, but the industrial cannot. It’s the same video everytime it is
    played.
    Mishra and Koehler say that keeping technology separate,places an emphasis
    on “what” not “how”.

    Ex.The teacher’s perspective about the lesson becomes “what technology are
    we going to use today? What does it say? What skill does it require? Instead of
    How can I teach my student?
    How can TPACK be used in the
    Classroom?
     Understanding the framework of TPACK we can integrate technology into
    the content and pedagogy of our classroom. The integration helps our
    students learn more effectively.

     Judith Harris and Mark J. Hofer wrote an article “Grounded, Technology


    Integration: Instructional Planning Using Curriculum-Based Activity Types
    Taxonomies”.This article explains how TPACK should change the way we
    plan our daily lessons. They describe a planning process where we first
    choose the learning outcomes that we will be working on that day or during
    the class session.The learning outcome are thee content.
     The 2nd step they propose is choosing an activity
    type.The activity type is the pedagogy or how are the
    students going to learn the content.

     Finally we can choose technologies that will support


    the activity type and aide the student in learning.
    Importance of TPACK

     Allow us to create and develop the overlapping knowledge to


    make the best learning environment for our students.
     To be a great teacher we have to combine our knowledge of the
    subject with our knowledge of how to teach. With the increasing
    knowledge of technology, with our content and pedagogy to
    create an effective learning environment.

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