TPACK framework

TPACK Framework

© 2012 by tpack.org

What is the TPACK model in education?

The TPACK model is a framework by which educators can effectively integrate technology into their teaching. Educators bring a variety of knowledge and expertise into the classroom, especially with regard to the subject matter they teach and how to teach it. When planning to use educational technology, an educator must also consider their knowledge of technology and how it can impact daily instruction. To feel confident in making decisions about how and when to use educational technology to effectively support student learning, educators can refer to the TPACK model. Introduced by Runya Mishra and Matthew J. Koehler of Michigan State University in 2006, the TPACK model identifies three types of knowledge that an educator brings when planning to integrate technology into a lesson: technological knowledge, pedagogical knowledge, and content knowledge. Depicted as a Venn diagram, this framework also represents the relationships that exist when these forms of knowledge intersect, guiding an educator to evaluate which educational technology choices will positively impact teaching and learning, and which choices may be less effective. In other words, the TPACK model provides teachers with an approach to intentionally combine subject matter, instructional best practices, and educational technology when planning for instruction in order to maximize student learning.

Benefits of TPACK

Many educators have been warned about the pitfalls of “technology for technology’s sake,” or have experienced firsthand when the introduction of educational technology acts as a roadblock for students instead of an entry point into the subject matter. By differentiating among content knowledge, pedagogical knowledge, and technological knowledge, the TPACK model helps educators reflect on their use of educational technology and guides them to implement technology tools and digital resources only if they support access to the subject matter and pedagogical best practices.

One example of a popular educational technology platform that leverages technology to support pedagogy and students’ acquisition of subject matter is Nearpod. Nearpod is an instructional platform teachers can use to create engaging and interactive lessons. When using the TPACK framework to develop lessons that use tools like Nearpod, educators are able to access the full potential of technology in the classroom. Learn more about how to integrate Nearpod using TPACK https://nearpod.com/blog/tpack/

**Limitation: TPACK has been viewed as too complex by some educators.

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Important to remember:

TPACK ecognizes the critical intersection between content, pedagogy, and tech. The reality is that tech isn’t going to transform our classrooms or solve our problems if it is viewed in isolation. Transformation really occurs when tech is viewed in relation to teaching and learning.

What are the 7 components of TPACK?

1. Content knowledge (CK)
2. Pedagogical knowledge (PK)
3. Technology knowledge (TK)
4. Pedagogical content knowledge (PCK)
5. Technological content knowledge (TCK)
6. Technological pedagogical knowledge (TPK)
7. Technological pedagogical content knowledge (TPACK)

Content Knowledge (CK)

Content knowledge (CK) refers to the educator’s knowledge of the subject matter they are teaching and how this subject matter differs from that in other grade levels or subject areas. For example, when planning the content of a lesson, an educator may start with their learning objectives, identify where they are in their curriculum’s scope and sequence, and consider what their students already know. Using their content knowledge, they would also set objectives for the day’s lesson that outline the skills and subject matter with which students should leave.

Pedagogical Knowledge (PK)

An educator’s pedagogical knowledge (PK) is their understanding of teaching methods and theories. This includes, but is not limited to, best practices for student learning, classroom management, and lesson creation and delivery. For instance, an educator will use their pedagogical knowledge when planning a lesson to decide that the lesson needs multiple opportunities for students to actively engage with the content to keep them on task. In addition, they may also recognize the need for formative assessment throughout the lesson and decide to include many opportunities for students to demonstrate their understanding and ask questions.

Pedagogical content knowledge (PCK)

Pedagogical content knowledge (PCK) represents an educator’s knowledge of the teaching methods and theories that best support the specific content they are teaching.

For example, when teaching students to learn grammar rules in a second language, we might include Mnemonics, which are memory techniques that help students remember information by associating it with a visual image, word, or sentence.

Technological Knowledge (TK)

TK refers to the teacher’s existing knowledge of the technology tools and digital resources available to them, including the benefits and limitations of those tools and resources in a classroom setting.

For example, when planning a lesson with Quizizz, an educator brings knowledge of:

• how to create a quiz online
• how to create a poll
• Has run similar tools such as kahoot for live games during class to review concepts, check student knowledge, and make learning a friendly competition
• knows about formative and summative assessments

Technological Content Knowledge (TCK)

Technological content knowledge (TCK) refers to a teacher’s understanding of the different ways certain technology tools and digital resources impact how the content is represented, as well as the limitations that the content places on certain tools.

For example, tools such as Nearpod’s VR Field Trips and 3D models provide educators with the opportunity to immerse students in content that would otherwise be less accessible if presented in a textbook, like touring the ancient pyramids of Egypt or exploring the respiratory system in three dimensions. Similarly, Simulations available in tools such as Nearpod provide students the opportunity to explore scientific phenomena and manipulate materials that teachers might otherwise not be able to bring into the classroom.

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