TECHNOLOGY,
PEDAGOGY AND
CONTENT
KNOWLEDGE
LESSON 9
(TPACK)
At the end of the lesson, the students are expected to:
• explain the interrelationship of
the components of TPACK; and
• illustrate examples of how the
TPACK framework could be applied
in specific subject matters.
The Challenges of Teaching with Technology
In the 21st century, information and Communication
Technology (ICT) provides new ways to access and process
knowledge in every field. ICT is also transforming pedagogy by
providing new ways to engage students.
Punya Mishra and Matthew Koehler introduced the
framework, which is an improvement of Shulman’s (1987, 1986)
descriptions of pedagogical content knowledge (PCK).
(Insert a photo of Punya Mishra and Matthew)
The TPACK Framework
Punya Mishra and Matthew Koehler introduced the
framework, which is an improvement of Shulman’s (1987,
Teaching with technology
1986) descriptions of pedagogical content knowledge (PCK).
revolves around three core components:
content, pedagogy, technology and the
relationships among and between them.
The differences in the extent and quality
of technology integration are seen in
the interplay between and among the
three components.
The whole model is divided into seven domains:
• Technological Knowledge (TK)
• Pedagogical Knowledge (PK)
• Content Knowledge (CK)
• Pedagogical Content Knowledge (PCK)
• Technological Content Knowledge (TCK)
• Technological Pedagogical Knowledge (TPK)
• Technological Pedagogical Content Knowledge
(TPACK)
Content Knowledge
• is knowledge about the subject matter to be learned or
taught, which includes knowledge of concepts, theories,
ideas, organizational frameworks, evidence and proof
established practices and approaches toward developing
such knowledge.
Pedagogical Knowledge
• requires understanding cognitive, social and developmental
theories of learning and how they apply to students in the
classroom.
Technology Knowledge
• is more than the traditional notion of computer literacy. TK requires
that people understand information technology broadly enough to
apply it productively at work and in their everyday lives.
Pedagogical Content Knowledge
• is similar to Shulman’s idea of knowledge of pedagogy applicable to
teaching specific content. PCK covers links among curriculum,
assessment and pedagogy.
Technological Content Knowledge
• is an understanding of how technology and content influence
and constraining one another. Teachers need to be aware of
which specific technologies are most effective for addressing
subject-matter learning in their fields and how the technology
may be changed or dictated by the content, or vice versa.
Technological Pedagogical Knowledge
• understanding how teaching and learning might change when
specific technologies are employed in specific ways is known
as technological pedagogical knowledge.
Technology, Pedagogy and Content Knowledge
• an emerging type of knowledge as technological, pedagogical
and content knowledge goes beyond the three “core”
components (content, pedagogy, and technology). TPACK, which
is different from mastery of each of the three principles
separately, serves as the foundation for effective teaching with
technology and calls for knowledge of pedagogical techniques
that make constructive use of technology to teach content.
THANK YOU!