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"Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge" (Koehler, M. J. (n.d.).

This model identifies the three primary forms of knowledge; Content (CK), Pedagogy (PK), and Technology (TK), and each of the specialized knowledge of teachers as each of those intersect. It also includes the knowledge about particular teaching contexts, and how that knowledge informs teachers' decisions in each of these areas of knowledge.

https://files.eric.ed.gov/fulltext/EJ839143.pdf

View the video at the top and the PDF linked above. Comment on either: 1) one takeaway you found interesting and/or 2) this article was written in 2009, are there any examples of TPACK in action that they would include if they wrote it in 2024?

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Underlying Theories of Learning and Technology

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Underlying Theories of Learning and Technology

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The TPACK model requires an understanding of all the intersections of the different types of knowledge included.

It is built on educational psychologist Lee Shulman's theory that teachers need to know their subject matter thoroughly, and then integrate this into their pedagogical content knowledge.

TPACK takes this a step further by incorporating knowledge about technologies in general as well as knowledge as it pertains to our content areas and the role of technologies in those, and teaching approaches, and the role of technologies in our teaching approaches or pedagogy.

It is important to note that TPACK is not a theory of instructional design or student learning. Instead, it is a theory of different types of teacher knowledge and how they work together.

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Associated Teaching Practices, Approaches, Products, Tasks, and Activities

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Associated Teaching Practices, Approaches, Products, Tasks, and Activities

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Check out an example lesson plan that we updated to incorporate the TPACK model.

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Within this video, you will understand how to adapt an existing lesson plan to incorporate TPACK. This example shows a lesson plan on pollution.

Questions to think about while viewing:

1. What are some technology tools you feel comfortable using in your classroom?

2. What are the benefits of applying TPACK to your lessons?

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Video Transcription

Download PDF

Welcome to A tutorial on lesson planning with TPACK. In today's tutorial, we will discuss how can I adapt an existing lesson plan to incorporate ideas from TPACK. So what exactly is TPACK? Remember, TPACK is the ability to connect pedagogy, content, and technology. It's where the Technological Knowledge-- TK, Content Knowledge-- CK, and Pedagogical Knowledge-- PK all connect together in that sweet spot. This is where we should strive to be as teachers-- making those connections effectively.

So what is the lesson that we are about to apply this model of TPACK to? This is a lesson on what is pollution for environmental health sixth grade students. It's a one to two class lesson describing the ways that we as humans affect the environment and describing pollution and what it looks like. The process will be to ask what is pollution-- what kinds of human activities create pollution. Have students discuss examples of pollution and then give them time in groups to compile pictures and create a presentation on examples of pollution in their own community, school, or environment. After, they would present the completed presentations in class. Each group would present their own.

Let's take this lesson and update it, according to TPACK, using this model. It's important to note that you really need to be purposeful in your movement through TPACK regions. We don't want to add technology just to add it. After viewing this lesson plan, can you think of ways to incorporate TPACK? What are some technology tools that you are currently comfortable using? Let's take these ideas and apply it to TPACK.

Let's start with content knowledge. What are we teaching? What is our knowledge of the content? In this lesson in particular, our required content knowledge is science and environmental health, specifically pollution. We need to have a strong and deep understanding of pollution. What is the pedagogical knowledge that we need? This is how students learn and the best practices for teaching. The required pedagogical knowledge is the best practices for middle school students.

We also need to have a good understanding of grouping strategies. Let's look at the T section, or the Technological Knowledge. This is understanding the wide range of tools available-- standard and advanced technologies. In this lesson in particular, the required technological knowledge is to have a knowledge of the tools available using the internet. As well, we need to have an idea of the tools that would better this specific lesson. So we need to think about what tools are available to use in this specific lesson.

We also need to make sure we understand TPK, or Technological Pedagogical Knowledge, which is the understanding application of technology tools for a specific group, as well as intentionally selecting those tools. TCK, or Technological Content Knowledge, which is understanding the relationship between content and tools-- the ability to modify and manipulate our content with the tools. And PCK, or Pedagogical Content Knowledge, which is how to teach what we are teaching to our specific students.

In the middle, we have TPACK, Technological Pedagogical Content Knowledge, the ability to connect pedagogy content and technology. We need to be purposeful in making applications in each of the regions, remember. So let's update our lesson with a focus on technological pedagogical content knowledge, making sure that we are in the center here-- in this sweet spot.

Some things we can do to update our lesson would be to add a few steps. The steps are highlighted. We could give each group a class camera and take a field trip around school grounds to document pollution examples. We could also allow groups to use time and use the internet, specifically, during lab time to research and compile pictures. So students will be allowed to use technology tools to do some research.

For our presentations, we could have students in groups select between creating a wiki, a podcast along with a poster, or maybe a video using visual and audio tools. So students would have the decision to create one of these three. All these highlighted ideas fall within the TPACK model. They're integrating technology, best practices, and pedagogy for our specific students, which is a sixth grade group of students. In content, making sure that we're staying within the content of our lesson, which is pollution and environmental health.

Reflect a moment on this lesson and your knowledge of TPACK to this point. Can you think of additional ideas to incorporate? Also think about what are the benefits of applying TPACK to your lessons. Why do you think using TPACK will benefit your lessons?

Let's discuss what we learned today. We talked about how can I adapted an existing lesson plan to incorporate ideas from TPACK. In today's tutorial, I reviewed the idea of TPACK, which is that intersection of technological, pedagogical, and content knowledge, and the importance of being able to integrate technology, pedagogy, and content all together into your teaching. We took a lesson plan and we updated it using ideas that would fall under TPACK.

Thanks for joining me today. I enjoyed discussing these ideas of TPACK with you, and I hope you're able to incorporate some of these ideas into your own lesson planning. As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.

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Download PDF Welcome to A tutorial on lesson planning with TPACK. In today's tutorial, we will discuss how can I adapt an existing lesson plan to incorporate ideas from TPACK. So what exactly is TPACK? Remember, TPACK is the ability to connect pedagogy, content, and technology.

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LAT stands for Learning Activity Type. An LAT is any activity completed to aid in learning. TPACK is not a model for designing instruction. Rather, it is a model for understanding the work of teaching. People have adapted that to help them design instruction and LATs are one way that people have done that. They have said "Okay, if I am engaging all areas of teacher knowledge, how then do I design?"

Click on the "got TPACK" image above to go to a website has examples of different LATs for a variety of subjects.

Comment below which LAT you would like to try in your classroom!

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HOME

What are Activity Types?(.pdf)
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RELATED RESOURCES
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TPACK Newsletters

This is a virtual place for teachers and teacher educators who are learning how to develop and operationalize TPACK (

Technology, Pedagogy, and Content Knowledge) via use of curriculum-based learning activity types ("LATs") in instructional planning. The most recent versions of our open-access LATs taxonomies, assessment tools, and professional learning materials, plus links to many of our LATs publications and presentations, are available here.

The curricula and teaching strategies for which we have developed learning activity types taxonomies appear in the menu on the left. Please use these links to view both interactive and downloadable (.pdf) versions of the taxonomies and related resources.

Not sure what LATs are or how they are used to help teachers to develop their TPACK? Please begin by reading one or both of the articles that are linked near the top of the left-hand menu and/or take the short course that's also linked there.

Thanks for visiting, and please bookmark this site so that you can return as this collection of open-content, open-access resources continues to grow.

Judi Harris & Mark Hofer
William & Mary School of Education
Williamsburg, Virginia USA

(The "got TPACK?" button was designed by Punya Mishra for the SITE TPACK SIG.)

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HOME What are Activity Types?(.pdf) Planning with Activity Types(.pdf) Learning Activity Types Short Courses LEARNING ACTIVITY TYPES K-6 Literacy Mathematics Music Physical Education Science Secondary English Language Arts Social Studies Visual Arts World Languages TEACHING STRATEGIES English for Speakers of Other Languages (ESOL) RELATED RESOURCES Presentations Publications Assessment Tools LATs Short Courses Selected Activity Types Citations TPACK Newsletters This is a virtual place for teachers and teacher educators who are learning how to develop and operationalize TPACK ( Technology, Pedagogy, and Content Knowledge) via use of curriculum-based learning activity types ("LATs") in instructional planning.

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Here is an additional reading about the use of TPACK vs SAMR in the classroom. Both are valuable lesson designs that both serve the overall purpose of successfully using educational technology.

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Would you be more likely to use TPACK or SAMR lesson design after reading this article?