Models of technology integration in education

Marcelo Fabián Maina, Amaia Arroyo Sagasta and Mª de los Ángeles Morales Rodríguez
The commissioning and creation of this UOC learning resource has been coordinated by the professor: Marcelo Fabián
Maina (2019)
PID_00263956

TPACK Origin
The origin of the TPACK model lies in the modelPCK(*) proposed by Shulman in 1986.
According to this author, knowledge about a subject or content is not enough to carry out.
I finish the teaching activity and design teaching-learning processes, so it adds the
pedagogical knowledge to emphasize the need to unite both areas of knowledge
within a context (which we can call a classroom, although it is not always in its form
physics). In this way, the author understands this knowledge as a whole that contributes to
a teacher a holistic view of the knowledge necessary to guide experiences of
learning.

In this same line of research, Shulman and Richert (1987) stated that knowing
the teacher is not limited to knowing examples, analogies, or representations of the content, but to
be able to carry out a deep pedagogical reasoning to transform those same
contents in examples, analogies, and valid representations that promote learning of
Classification students. Gewerc, Pernas, and Varela (2013) reaffirm the ideas of Shulman and Richert
considering that the teaching staff, consciously or unconsciously, adapts, reconstructs,
Applicability
High transform and simplify the content so that the students can learn from it.

Scope Considering all the contributions over time, we can consider the
Global TPACK model as an evolution of the PCK model, adding technology to the equation.
Utility as another element. This model was developed by the professors of the University
High State of Michigan Mishra and Koehler between 2006 and 2009.
Role of technology
Media
However, as indicated by Doering, Veletsianos, Scharber, and Miller,
Impact on results of other researchers have included or previously named the
learning
technological knowledge as a component of knowledge of
Indirect
teaching (for example, Hughes, 2000, 2005; Niess, 2005), and works
Clarity previous to that of Mishra and Koehler (2006) also formally introduced
High
the TPCK concept (for example, Pierson, 2001)" (Doering et al., 2009).

Anyway, the TPACK model, as coined by Mishra and Koehler, represented a

person in understanding technology from a pedagogical and didactic point of view. It is a
a very informative model, with great acceptance in the educational community, and present in
many academic communications as a basis for proposals for the use of technology
digital in the teaching-learning processes.

The model has been reviewed, and authors like Angeli and Valanides (2009) and Cabero (2014) have
proposed complements that expand and enrich the dimensions that follow
we will see. Variables such as organizational structure, perceived self-efficacy, or aspects
intangibles only serve to broaden the vision of teaching competition for the design of
teaching-learning proposals.

Vision of pedagogy and technology

This model reflects an interrelationship between the three basic components of knowledge that
A teacher must manage. On one hand, the knowledge about the contentCK (*)on the other hand,
knowledge about pedagogyPK (*)); and finally, the knowledge about technology
(TK (*)), and the knowledge derived from the combinations that occur between these
knowledge, which we will explain later.

This interrelation reveals that we are facing a model that understands technology.
as an additional element to consider in experience design processes
educational, granting their knowledge a value that is on par with knowledge about
the subject matter worked on and the knowledge about pedagogy. Therefore, the TPACK model
highlight the importance of developing a technopedagogical point of view or
technological didactic when working on a specific content using technologies
digital

Description
The components of this model describe seven types of knowledge. In the following
In the image, we can see the interrelationships between the three foundational areas of knowledge and how they
they derive the seven knowledges.

Figure 1. Visual representation of the TPACK model

Source:[Link]
 Disciplinary knowledge (CK): it refers to conceptual, theoretical, and pragmatic knowledge.
related to the subject to be taught by the teaching staff. When referring to the content
Imparted or learned, it differs according to the subject or theme to be taught and according to age.
of the students.

Pedagogical knowledge (PK): It is the knowledge related to practices and the

teaching-learning processes. It could be broken down into objectives and strategies.
didactic and methodological approaches that are implemented to carry out the teaching work, thus
like the values behind this practice.

Technological knowledge (TK): refers to the knowledge related to using the

technology in daily life in a practical, responsible, and ethical manner. It could be considered
synonym of digital competence, although the latter emphasizes the more practical vocation of
mentioned knowledge. This knowledge should be as up-to-date as possible
to consider the advantages and disadvantages of using technology.

Pedagogical Content Knowledge (PCK): this type of knowledge involves knowing the
most appropriate and suitable teaching strategies related to the subject matter of
study. It involves the conversion by the teaching staff of the content to promote
the learning of students, taking into account their prior knowledge and processes
linked to their needs for adaptation, presentation, monitoring, and evaluation.

Disciplinary technological knowledge (TCK): it refers to understanding the relationship

between the technology and the content worked, and how both condition each other. Also
it involves knowing how technology can adapt to content and how content can
to adapt mediated by technology. This translates into a knowledge of technology
specific adequate for each theme and in a technological domain that adds value to the
content.

Technological Pedagogical Knowledge (TPK): refers to the understanding of the

pedagogical, didactic, and methodological changes that may involve the use of
certain technological tools in the educational field. It also encompasses the
knowledge of the opportunities and limitations that these tools offer to
put them at the service of the teaching-learning processes.

Technological Pedagogical and Content Knowledge (TPACK): this type of knowledge

encompasses all of the aforementioned, in such a way that it offers an understanding
holistic and deep understanding of how digital technologies can promote and provide value
added to the teaching-learning processes, both in the design of experiences
educational as in teaching practice.

We cannot overlook that all these elements or knowledge are understood within a
particular context that can undoubtedly condition them in a more than significant way.

In the following table we summarize the definition of each type of knowledge, providing its
indicators and practical examples for their understanding.

Dimension or
Definition Indicators Examples
knowledge
Knowledge Knowledge of Domain of the To know the equation of
discipline (CK) content to teach. innovation of its Drake.
It is discipline.
The formula for sucrose is
representations of
Constant update from glucose and
the teachers about
in their discipline. fructose.
specific topics in
an area Recognition of
determined. disciplinary gaps.

Active participation in
disciplinary networks.

Analysis and reflection

critique about
issues within
from discipline.

Knowledge Knowledge of the Tutoring of the process Energizing groups of

pedagogical activities of teaching students in the
(PK) pedagogical learning for problem solving
generals that promote autonomy
Evaluate for
could be used, by the students.
competencies.
the processes and
Use of
practices of the method
didactic strategies
of teaching and of
multivariate.
his relations with him
thought and the Evaluation of
purposes learning.
educational.
Design of the
didactic programming.

Knowledge about Resolution of Use Symbaloo.

technological the functioning of technical problems.
Create a blog.
(TK) the technologies and of
Assimilation of
the modes of Connect a device
knowledge
presentation for mobile to the computer.
technological.
develop a
professional activity. Update on the
technologies
important.

Communication in
digital environments.

Protection and safety.

Knowledge is that which is situated
Tutoringinin the Create a teaching guide
pedagogical a specific area of subjects taught. illustrated so that the
to discipline knowledge. It student body knows how
Evaluation of the
(PCK) build through dissect a frog.
disciplinary content.
a synthesis
idiosyncratic between Didactic Programming
knowledge of the of the disciplines that
subject, the impart.
knowledge
Didactic strategies
general pedagogy and
to guide the
the knowledge of
disciplinary learning.
the students, and
is affected by the Selection of strategies
trajectory didactics according to
professional of disciplinary content.
teacher.

Knowledge refers to how Representation of the Use virtual reality

technological represent disciplinary contents to generate models
to discipline concepts with the with technologies theoretical physicists.
(TCK) technology and how it is concrete.
Design an animation
possible to create others
Technology in the that reflects the cycle of the
with her, for
disciplinary update. tricarboxylic acids.
contents
specific. It is Technology in networks
independent of disciplines.
knowledge about
of its use in a
context
pedagogical.
Knowledge is knowledge Technology in the process Knowing how it can
technological of the activities of teaching to use Prezi so that the
pedagogical pedagogical learning student body work
(TPK) generals with favoring the collaboratively in
use of autonomy of an oral presentation in
technologies in the student body. class.
teaching
Technology in the
evaluation.

Technology selection
for activities
didactics.

Reflection and
critical thinking
about the use of the
technologies in the
teaching process-
learning.

Ethical use of the

technologies.

Use of technologies
in the feedback
to improve the
learning of the
students.

Knowledge Knowledge about Guide and assistance to third parties

technological the coordination of to combine the
Energize a group of
pedagogical and use of the disciplinary contents,
students for what
to discipline activities technologies and the
work
(TPACK) specific to the didactic strategies.
collaboratively in
subjects and of the
Teaching lessons online in design
contents for
that combine three-dimensional of
facilitate the
technology, content solar system.
learning
discipline and strategies
through the use of the
didactics.
ICT. Refers to the
integration of the Selection of technologies
technology in the that improve the
teaching of a contents, the way of
disciplinary content. impart them and what
the students learn.

Table 1. Definition, indicators, and examples of TPACK knowledge

Source: own elaboration based on Flores, Ortiz and Buontempo (2018), and Cejas, Navío and
Barroso (in press)

Complementary visual representations

As we have indicated earlier, the TPACK model has been revised and enriched.
by other authors. Among them, we can highlight Cabero. We could affirm that his
contribution focuses on a higher level of specificity of the context, delimiting factors
external factors that directly influence the design of educational learning experiences
based on the TPACK model. Among the factors he defined are the following:

Teacher training
The attitude
The objectives
The resources
The students
The experiences

The same author encompasses all those factors in three areas: the organizational structure,
perceived self-efficacy and intangible aspects. All of this will weave the conditioning context.
that we have previously cited.

Focus
We could assert that the TPACK model focuses on designing learning experiences.
what do they consider the use of digital technologies to promote teaching processes
learning; more specifically, in the knowledge that must be considered when
carry out this design. It is based on three fundamental pillars:

Content Knowledge (CK)

Pedagogical Knowledge (PK)
Technological Knowledge (TK)

However, it is important to emphasize that the initial proposal of this model does not provide a logical process.
following the time of carrying out the design, that is, it does not offer tools or mechanisms that
systematize the design process or help to carry out this task. It does highlight the
elements and the combinations that must be considered in the design, but not how, in what
order or with what priority. Therefore, we could argue that we are facing a model
focused on design but from an ideological or conceptual perspective, not practical or procedural.

Involved agents
Next, we will study one by one the most relevant agents involved in the
Teaching-learning processes, we will evaluate what contributions the TPACK model makes to them.

Teaching staff: the TPACK model highlights the need to understand the
professorship as professionals with knowledge and competence in the three
basic dimensions that the model highlights (content knowledge, CK;
pedagogical knowledge, PK; and technological knowledge, TK); professionals
committed to educational balance when using digital technologies in
the teaching-learning processes and the constant updating that it requires.
Likewise, it also considers the need for teachers to be aware of the
combinations that occur between the three basic knowledge areas and their consideration
as important elements, both in the design of teaching experiences-
learning as in the performance of teaching work.

Designer: this model understands the design work as the search for balance between
the three basic knowledge mentioned above. The idea is to know how to triangulate the
three types of knowledge when configuring spaces, processes, activities and
evaluation models around learning experiences, in order to implement
digital technologies in a context consistent with the content worked and the
appropriate pedagogical and didactic methods.

Students: it is not directly reflected in this model. However, just as

we can appreciate in the visual representations of TPACK enriched by Cabero and
The Flipped Classroom (figures 2 and 3), the students are part of the context; for
thus, they condition all the implicit decisions in the design and in the teaching work.
We could say that it is an indirect agent in the TPACK model, but, at the same time, it is the
focus of the model, since its learning is the true objective of the design of the processes
of teaching-learning.

Teaching staff Designer Students

Professional with Expert in balancing the It's part of the context

knowledge and importance of the three condition that the
updated competencies. basic knowledge in the teaching staff and the designer
design of experiences of they must take into account the
Aware of the
learning supported by the time to do your homework.
combinations of the
digital technologies.
basic knowledge.

Application in design and

the teaching work.

Table 2. Summary of the implications of educational agents in the TPACK model

Source: own elaboration

Applicability and scope of action

If we reflect on the level of applicability of the TPACK model, we could reach the
conclusion of what is a conceptual and descriptive model. The model itself is limited to the
description of the elements and their combinations, and does not offer any practical proposals
sequential process for its possible practical application. This does not mean that it is not
practical, since the elements or knowledge proposed in it are useful for
establish a balanced north on the path of implementing digital technologies in the
teaching-learning processes. However, the level of applicability is far from what
what we could classify as practical, limited to a conceptual-descriptive point of view.

Regarding the scope of action, we could define two main areas: design and labor.
teacher. In both fields, it offers a technopedagogical perspective to structure the processes of
design and teaching performances mediated by digital technologies. This can be applied
at all educational levels: from early childhood education to university levels. In the
at more basic levels, the use of technology may be less present due to the
the need to develop other types of skills related to manipulation or motor skills
(thick or thin). But the TPACK model provides the tech-pedagogical line needed to guide
a logical introduction of digital technologies in the teaching-learning processes
at all levels.

Where do I start? Key questions

The key questions raised by this model are directly related to the seven
components that constitute it. To begin, we must reflect on the three
basic knowledge. To this end, we propose the following questions:
Whatareyougonigtoworkonwhtiyoursutdenst?(CK)
First of all, we must select the content that we will work with our
students. Taking it as a starting point, we will reflect on the knowledge
previously our students must handle, the curricular block to which it belongs
selected content, etc.

Howareyougoingtowork?
Secondly, we must make pedagogical decisions about how to work on
the classroom. This question implies reflection on the implicit pedagogical theories, the
chosen teaching models and the methodological foundations that will guide the practices
of the classroom.

Whattechnoolgyareyougonigtouse?(TK)
Thirdly, the characteristics of digital decisions should be considered, such as,
example, utility, ease of use, familiarity... Those criteria will be the key to
make technological decisions related to the use of digital resources.
Figure 3. Key questions for TPACK design (core knowledge)
Source: own elaboration, based on the TPACK model framework

Once we have reflected on the contents, the pedagogical approach, and the technology,
we must start thinking about the combinations that arise from those components and their
relevance.

What is the most suitable pedagogical approach to work on the content? (PCK)
As a first combination, we can reflect on the most pedagogical approach.
suitable for working on the content we have determined. In fact, we have already
I thought about this in the second point (PK), but this time we must relate it.
directly with the content we are going to work on, to question whether we have
made the right decision and to determine the didactic and methodological decisions
more suitable to the field worked.

Howdoesthechosentechnologyinfluencecontentwork?Andviceversa?(TCK)
As a second combination, we must consider the relationship between the chosen technology and
the content we are going to work on. It is a reciprocal conditional relationship: the theme
can condition the digital tools to be used and the digital tools
they can also benefit or harm the work of a specific theme.

Howdoesthechosentechnologyinfluencethewayofworking?Andviceversa?(TPK)
As a final combination, we must consider how the chosen technology relates to the
pedagogical, didactic, and methodological decisions. In this case, we also talk about
a reciprocal relationship, as the characteristics of the chosen digital tools
they can condition classroom practice and, at the same time, the decisions about the
Classroom practices can condition the use and benefit of technologies
digital
Figure 4. Key questions for TPACK design (core knowledge and their interrelations)
Source: self-made, based on the TPACK model framework

So far the reflection on the basic components and the combinations that arise from them
interrelation. As a final product, we must ask ourselves about the relationship of everything
reflected so far:

How are the contents, the pedagogical-didactic strategies interrelated?

methodological and the use of technology in the teaching-learning processes?
(TPACK)
The answer to this question will be the techno-pedagogical approach to work on a
theme (or a set of them, in the case of deciding to work in a way
interdisciplinary), valuing the importance of all the reflections made
previously. We will be before the product of the search for balance between knowledge
or the basic knowledge proposed in this model.
Figure 5. Key questions for TPACK design
Source: own elaboration, based on the TPACK model framework

To conclude, we must ask ourselves about what surrounds the teaching-learning process.
what has been the subject of this study:

What is the context? How does it influence?

No teaching-learning proposal makes sense if we do not consider the
context in which it is presented. Therefore, it is important to pay attention to it and reflect on the
characteristics that it has: physical, psychological, sociological, economic... above all, for
discover what type of influence it has on the process itself, and to what extent it occurs. In the end and
In the end, the teaching-learning processes are inseparable from their context: they define it.
and conditions them.
Figure 6. Key questions for TPACK design, considering the context
Source: own elaboration, based on the TPACK model scheme

In summary, we can indicate that there are four phases within the basic questions for
start to implement the TPACK model, and in each of them reflects on some
knowledge or specific interrelationships.
Figure 7. Phases of the base questions to implement the TPACK model
Source: own elaboration

Example of application
In the following table we propose an example of a project developed based on the
decisions made based on the indicators of the TPACK model. We have taken as a basis the
key questions proposed in the previous section.

What are you going to work on? Map interpretation and creation of
your students? itineraries.

How are you going to work? The collaboration among the students will be
(PK) priority, therefore, we will use
a participatory methodology.

What technology are you going to Google Maps

The context conditions
use? Google Documents
the preparation of
Tools for presentations, by
project:
example, Genially
● Level: 5th Grade

● Geographical area:
L'Hospitalet of
Llobregat
 ● Physical space: classroom
What approach Work will be done in groups to promote
with movable desks
pedagogical is the most collaborative work and help among
suitable for work partners. The methodology will be the ● Equipment
the content? (PCK) project-based work, where the computer
teaching staff will guide the learning of laptop for each
students, and the students must student, granted to
carry out a production. center inside the
School Project 2.0
How does it influence the The content will be enriched thanks to thein the year 2008, slate
chosen technology in the digital tools used. digital and Wi-Fi connection.

content work? Likewise, the chosen project and the

And vice versa? (TCK) assigned tasks will promote the use of
digital technology for educational purposes.

How does it influence the

The chosen technology will allow for the
technology chosen by the students works in a way
How to work? And collaborative both inside and outside
vice versa? from the classroom.

How is it The students will create a tourist guide.

interrelate the collaborative from itineraries in
contents, the Google Maps, carrying out the design in a
strategies Google document and preparing a
pedagogical-didactic-presentation to communicate the
methodological and the use project in another class.
of technology in the
teaching processes
learning? (TPACK)

Table 3. Project proposal based on the TPACK model

Source: own elaboration

To know more

The following website contains all the basic contributions about the model
TPACK: Koehler, M. J. and Rosenberg, J. (2011-2018). TPACK ORG.
[Link]

This other website shows activities of various levels and themes.

based on the TPACK model: Harris, J. and Hofer, M. Learning Activity
Types (LATs) Website. Williamsburg, Virginia: College of William & Mary School
of [Link]://[Link]/

References
Cabero, J. (2014). Teacher training in ICT: TPACK Model (Knowledge
Technological, Pedagogical and Content). Seville: Secretariat of Audiovisual Resources and
New Technologies of the University of Seville.
Cejas, R., Navío, A., and Barroso, J. (2016). The competencies of university teaching staff from
the TPACK model (Technological Pedagogical Content Knowledge). Pixel-Bit. Journal of
Media and Education, 49, 105-119). Retrieved from
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Doering, A., Veletsianos, G., Scharber, C., and Miller, C. (2009). Using the Technological,
Pedagogical and Content Knowledge Framework to design online learning environments and
professional development.J. EDUCATIONAL COMPUTING RESEARCH, 41(3), 319-346.
Recovered from[Link] input. Please provide a text for translation.

Lagunes, A., Castillejos, B., and Torres, C. A. (2014). The Technological Knowledge Approach
Pedagogical Content Knowledge (TPACK): Review of the model. Retrieved from
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Pedagogical Logic of the Content TPACK: Review of the Model

Mishra, P. and Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A

framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054). Retrieved
of[Link]