Lesson 2

TPACK Framework for Effective Pedagogical Practice

Learning Outcomes

At the end of the lesson, you are expected to:

• Understand and describe the Technological pedagogical content
knowledge (TPACK) framework needed by a teacher for effective
pedagogical practice in a technology-enhanced learning environment.
• Select and employ appropriate technology tools in designing a lesson.

Time Frame 3days

Introduction

As you put together to be a teacher, how do you validate your content knowledge
with your specialization? In terms of your teaching competencies, what strategies
techniques do you understand will work if you use it when teaching? You will keep in
mind the use of the technological device when teaching, what would be?

Teaching subjects or courses are challenging. However, technology has the

potential to help. To increase the chance of technology assisting students in learning,
teachers must develop technological, pedagogical, and content knowledge (TPACK).

TPACK emerges, which forces you to look at the process of using technology in
the classroom clearly and concisely. By looking at each aspect of this framework as a
separate but equally important type of knowledge, you can make the right educational
decisions on how, when, and what kind of technology to use in instruction. Teachers as
curriculum designers can integrate their knowledge of student thinking and learning, the
subject matter, and technology to create useful lessons.

In the lesson, you will begin to explore the TPACK model or framework.

Activity

Read and carefully understand the sample lesson plan created based on Harris
and Hofer’s (2009) procedure followed by its TPACK element description and answer
the questions in the analysis below.
 LESSON PLAN

Unit Title: Cardinal and Ordinal Numbers

Subject: English

Grade Level: 4th grade

Time Allocation: One class meeting (70 minutes)

Competency Standards:
3. Understanding very simple written English in classroom contexts.
4. Spelling and rewriting very simple written English in classroom contexts.

Basic Competences:
3.2 Understanding very simple sentences and written messages.
4.2 Rewriting very simple, written English correctly and appropriately.

Indicators:
1. Pointing the difference between cardinal and ordinal numbers.
2. Mentioning cardinal and ordinal numbers from one to one hundred.
3. Using cardinal and ordinal numbers in simple sentences.

Learning Objectives:
1. Students can mention the difference between cardinal and ordinal numbers after
discussing with their peers.
2. Students can mention at least ten cardinal and ordinal numbers ranging from one to
one hundred independently.
3. Students can produce at least five sentences containing five different cardinal or
ordinal numbers independently.

Learning Material:
Cardinal and Ordinal Numbers

Learning Strategies:
Group discussion, pair work, individual assignment.

Learning Activities:
(Note: Before the lesson, the teacher may have asked the students to do little research about
numbers around them. They may do it while at home or school.)

1. The teacher asks the students to sit in groups and discuss what they have found during
their research about numbers.
2. The teacher asks representatives of the groups to tell the class about what the groups
think about their findings during their research about numbers.
3. The teacher guides the students to compare the forms of the numbers they found and
find the difference between them.
4. The teacher introduces the terms cardinal and ordinal numbers and explains as well as
gives examples of how to write and use them in simple sentences.
5. Students are assigned in pairs and take turns to play cardinal and ordinal numbers drag
and drop game and word matching game (Note: depends on the availability of the
personal computers as well as the Internet connection, the teacher can assign different
pairs to different PCs and play the games as teams). The teacher will walk around to
observe and assist any team having difficulty with the games.
6. Students tell the class and the teacher about their results on playing the games, whether
there is any difficulty concerning the questions or items of the games or not, and the
teacher will give feedback and comments about them.
7. The teacher distributes a BINGO worksheet to the students and guides them to play the
 BINGO game classically.
8. The teacher reviews what the students have learned through the BINGO game and
helps them wrap-up their learning experience by asking them to take turns to do an
online quiz about cardinal and ordinal numbers individually.
9. While doing so, the teacher assigns the students who have not yet got the turn to do the
online quiz to write down five simple sentences containing both cardinal and ordinal
numbers and submit them to the teacher as soon as they finish.

Resources and Tools:

1. Cardinal and Ordinal Numbers Word Matching Game, available at
[Link]/wbg/[Link]
2. Cardinal and Ordinal Numbers Drag and Drop Game, available at
[Link]/wbg/[Link]
3. Cardinal and Ordinal Numbers BINGO Game Sheet, available for direct printing at
[Link]/worksheets/preview_worksheet.php?worksheet_id=131265
4. Cardinal and Ordinal Numbers Quiz, assessable at
[Link]/quizzes/[Link]

Assessment:
The teacher can use the online quiz as well as the five-sentences writing assignment as the
tools for assessing students’ progress and understanding about cardinal and ordinal numbers.
Source: Setyawan, T. Y. (2014). Designing the TPACK Lesson Plan for Primary English Classrooms

Analysis

• Describe the Content Knowledge (CK), Pedagogy Knowledge (PK),

Technology Knowledge that the teacher used in designing the lesson?

• How is the Pedagogical Content Knowledge (PCK) element of the lesson

articulated?

• How is the Technological Content Knowledge (TCK) component of the

lesson formulated?
 • Based on the plan, how is the teacher demonstrates Technological
Pedagogical Knowledge (TPK)?

• Overall, describe the Technological Pedagogical Content Knowledge that

the teacher possesses?

• How and why this particular combination of technology, pedagogy, the content
most appropriate for this lesson/unit?

Abstraction

What is TPACK?

TPACK is a Useful framework for researchers working to explain the convergence

of learning and teaching technologies. Based on Shulman’s (1986) concept of PCK,
Mishra, and Koehler (2006) included technology to PCK and described the resulting
TPCK as the interlocking of technology, pedagogy, and content. TPACK is a system
tailored to the dynamic interactions of teacher knowledge of content (CK), pedagogy
(PK), and technology (TK). Integrating technology and pedagogy into a given topic may
require complex intersections such as TPK (technological pedagogical knowledge), PCK
(pedagogical content knowledge), and TCK (technological content knowledge). Doering
et al. (2009) emphasized the dynamic nature of TPACK, an evolving and multifaceted
(rather than static) representation of teacher knowledge, as new technologies emerge for
integration into particular content areas.

At the heart of excellent teaching with technology are three essential factors:
content, pedagogy, and technology, plus the relationships among and between them. The
dynamics between and among the three elements played out differently in various
contexts account for the substantial differences seen in the size and nature of the
incorporation of educational technology. These three knowledge roots (content,
pedagogy, and technology) form the core of the technology, pedagogy, and content
knowledge (TPACK) framework (Koehler & 2008; Mishra & Koehler, 2006).

The TPACK framework was proposed to emphasize the need to situate technology
knowledge within the content and pedagogical knowledge. TPACK considers teachers’
expertise As dynamic and multifaceted, critical techno-centric approaches focusing on
the achievement of technical competences separate from pedagogy and content. Seven
components (see Figure 1) are comprised of the TPACK Framework. They are described
as:

Figure 1. Technological Pedagogical Content Knowledge (Koehler & Mishra,

2009; adapted from Koehler & Mishra, 2008)

1. Technology knowledge (TK): Knowledge of various technologies. They range

from low-tech technology like pencil and paper to emerging technologies like the
internet, digital media, interactive whiteboards, and software programs. TK is
about recognizing educational technology, evaluating its possibilities for a
particular subject area or classroom, learning how to identify whether it can assist
or hinder learning, and continually learning and adjusting to emerging technology
offerings.
2. Content knowledge (CK): Awareness of the actual subject matter that teachers
need to learn about teaching. This explains the appreciation teachers have of the
subject matter. CK may include knowledge of principles, hypotheses, facts, and
 organizational structures within a given subject matter; it may also include the
best practices of the field and existing methods for presenting this information to
students. The CK will also differ according to the level of discipline and grade.
Senior high school science and history classes, for example, require less detail and
scope than undergraduate or graduate courses, so the CK of their different
teachers will differ, or the CK that each teacher imparts to their students can
differ.
3. Pedagogical knowledge (PK): Awareness of teaching strategies and processes
such as classroom management, assessment, creation of the lesson plan, and
learning of the students. As a general type of information, PK covers educational
objectives, principles, and goals and can extend to more specific fields, including
recognizing student learning styles, lesson planning, and assessments.
4. Pedagogical content knowledge (PCK): This defines the awareness of teachers
about the essential areas of teaching and learning, including the creation of
curricula, student evaluation, and reporting performance. PCK focuses on
encouraging learning and exploring the ties between pedagogy and its supporting
activities (curriculum, assessment, etc.), and similar to CK, may also differ
depending on the grade level and subject matter. However, in all situations, PCK
seeks to improve teaching practices by building more consistent linkages between
the material and the pedagogy used to communicate it.
5. Technological content knowledge (TCK): Knowledge of how technology can
create new representations for specific content. TCK requires an awareness of
how the subject can be conveyed through different educational technology
offerings and considering which specific educational technology tools might be
best suited for particular subject matters or classrooms.
6. Technological pedagogical knowledge (TPK): Knowledge of various
technologies that can be used in teaching and learning experiences. Another
dimension of TPK relates to understanding how to apply these resources
alongside pedagogy in ways relevant to the discipline and the creation of the
lesson at hand.
7. Technological pedagogical content knowledge (TPACK): Focus on the
knowledge required by teachers for integrating technology into their teaching in
any content area. Teachers, who have TPACK, act with an intuitive understanding
of the complex interplay between the three essential components of knowledge
(CK, PK, and TK). TPACK is the culmination of these complex combinations and
desires, drawing from them – and from the three wider underlying fields of
content, pedagogy, and technology – to create a useful framework for teaching
using educational technologies. For teachers to use the TPACK system
effectively, they should be open to unique, critical ideas, including:
• Concepts of the taught material can be expressed using technology;
• Pedagogical techniques can use technology to communicate content in
various ways;
• Different subject definitions allow students to have specific ability levels and
educational technology may help address some of these requirements;
 • Students have various experiences in the classroom – like previous
educational experience and technology exposure – and lessons using
educational technology should take this opportunity into account;
• Educational technology may be used in combination with established
awareness of the students, either by improving previous epistemologies or by
introducing new ones.

This incentive is most apparent if teachers are unexpectedly forced to address

fundamental educational issues and restore the complex equilibrium between all three
elements using new educational technology. This view inverts the traditional view that
pedagogical priorities and innovations are derived from the curricula in the subject field.
Things are rarely that simple, mainly when newer technologies are employed.

Teaching with technology is a hard thing to do right. The TPACK paradigm

suggests that contextual such as content, pedagogy, technology, and teaching/learning
have roles to play both individually and together. Excellent teaching with technology
involves continuous development, maintenance, and restoration of a dynamic equilibrium
between all components. It’s means noting that there are a variety of variables that affect
how this balance is achieved.

Application

1. You are now ready to design your TPACK lesson plans using and applying the
knowledge baseline you learned to the topic.

2. Reflect on the following questions:

According to Mishra & Koehler (2006), “the simple incorporation of technology

into the educational process is not enough.” Many approaches to the professional
development of teachers provide a one-size-fits-all approach to technology integration
when, in reality, teachers work as a potential teacher in a variety of teaching and learning
contexts – facing these challenges.

How can teachers incorporate technology into their instruction?

What other matters or concerns should teachers look into and consider concerning the
use and integration of instructional media and technology?
 Closure

Well done! You have just finished Lesson 2 of this Module. Should there be
some parts of the lesson which you need clarification, ask your teacher during your
face-to-face interactions or other means of communication.
Now, if you are ready, please proceed to Lesson 3 of this Module, which will
discuss the ASSURE model.