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Understanding the TPACK Framework

1. The document discusses the TPACK framework which focuses on technological knowledge, pedagogical knowledge, and content knowledge as an approach to help teachers implement educational technology in their classrooms. 2. The TPACK framework differentiates between these three types of knowledge and outlines how content and pedagogy must form the foundation for effective technology integration. 3. Technological pedagogical knowledge, pedagogical content knowledge, and technological content knowledge describe the relationships between these three components.

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Ivy Lorenze Calingasan Cortez
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31 views5 pages

Understanding the TPACK Framework

1. The document discusses the TPACK framework which focuses on technological knowledge, pedagogical knowledge, and content knowledge as an approach to help teachers implement educational technology in their classrooms. 2. The TPACK framework differentiates between these three types of knowledge and outlines how content and pedagogy must form the foundation for effective technology integration. 3. Technological pedagogical knowledge, pedagogical content knowledge, and technological content knowledge describe the relationships between these three components.

Uploaded by

Ivy Lorenze Calingasan Cortez
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd

TECHNOLOGY

PEDAGOGY AND
CONTENT
KNOWLEDGE

PRESENTED BY: JUN RAY L MANGUIAT


• Technology has become an increasingly important part of
students’ lives beyond school, and even within the classroom it
can also help increase their understanding of complex concepts or
encourage collaboration among peers. Because of these benefits,

T PA C K current educational practice suggests that teachers implement


some form of technology in their classrooms – but many teachers
face difficulties in doing so. Cost, access, and time often form
considerable barriers to classroom implementation, but another
obstacle is a lack of knowledge regarding how technology can
best be used to benefit students across diverse subject matter
PUNYA MISHRA AND MATTHEW J. KOEHLER’S
2006
• Which focuses on technological knowledge (TK), pedagogical knowledge
(PK), and content knowledge (CK), offers a productive approach to many
of the dilemmas that teachers face in implementing educational
technology (edtech) in their classrooms. By differentiating among these
three types of knowledge, the TPACK framework outlines how content
(what is being taught) and pedagogy (how the teacher imparts that content)
must form the foundation for any effective edtech integration
TPACK FRAMEWORK,

• Technological pedagogical knowledge (TPK) describes relationships and


interactions between technological tools and specific pedagogical
practices, while pedagogical content knowledge (PCK) describes the same
between pedagogical practices and specific learning objectives; finally,
technological content knowledge (TCK) describes relationships and
intersections among technologies and learning objectives. 
TPACK

• However, TPACK has remained such a powerful principle for almost 12


years because the complex constituents described above allow room for a
range of specific educational circumstances. Any effective implementation
of technology in the classroom requires acknowledgment of the dynamic,
transactional relationship among content, pedagogy, and the incoming
technology – all within the unique contexts of different schools,
classrooms, and cultures

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