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"TPACK framework enhanced teacher candidates’ ability to use technology in their learning and later in their professions." -Australasian Society for Computers in Learning in Tertiary Education(ASCILITE)

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"TPACK framework enhanced teacher candidates’ ability to use technology in their learning and later in their professions." -Australasian Society for Computers in Learning in Tertiary Education(ASCILITE)

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“It paves the way for educators to engage students in collaborative learning and to develop the concept of digital pedagogies. Digital pedagogies may be the concept that can encompass all: teaching approach, students’ attitudes, and desired learning outcomes.”

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It becomes a productive way for teachers to consider how to integrate educational technology into the classroom.

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It becomes a productive way for teachers to consider how to integrate educational technology into the classroom.

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It is used to assess instructor knowledge.

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It is used to assess instructor knowledge.

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Describes the types of knowledge that are most important for successful technology integration in the classroom.

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Describes the types of knowledge that are most important for successful technology integration in the classroom.

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https://classroom.google.com/u/0/c/Mzc4Mzg1NTYzNTQ1

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The center of the diagram, otherwise known as TPACK, represents a full understanding of how to teach with technology.

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https://www.schoology.com/blog/tpack-framework-explained

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Technological, Pedagogical, and Content Knowledge 

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Technological, Pedagogical, and Content Knowledge 

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It is a theory that was developed to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology.

Knowledge of using various technologies to teach, represent and facilitate knowledge creation of specific subject content.

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https://www.mheducation.ca/blog/what-is-tpack-theory-and-how-can-it-be-used-in-the-classroom/

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TPACK is an important component of today's education system because it incorporates the growing demand for the use of technology in the classroom while maintaining the focus on the content and how we teach it. Thus, it prepares education for the future while also preparing students for the future.

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TPACK is an important component of today's education system because it incorporates the growing demand for the use of technology in the classroom while maintaining the focus on the content and how we teach it. Thus, it prepares education for the future while also preparing students for the future.

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Explore the following videos to learn more about TPACK and its importance in learning and instruction:

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Explore the following videos to learn more about TPACK and its importance in learning and instruction:

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TPACK Framework: What Is It and Why Is It Important For Educators

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Knowledge of representing content knowledge and adopting
pedagogical strategies to make the specific content/topic more understandable for the learners.

ex: Knowledge of using analogies to teach electricity.

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Knowledge about how to use ICT hardware and software and associated peripherals.

ex: knowledge about how to use Web 2.0 tools such as Google Classroom, Google Meet, etc.

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Knowledge about the students’ learning, instructional methods, different educational theories, and learning assessment to teach a subject matter without references towards content.

ex: Knowledge about how to use problem-based learning (PBL) in teaching.

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Knowledge of the subject matter or the subject that must be taught or learned. This knowledge includes all of the facts, ideas, concepts, and theories associated with the specific content area.

ex: Knowledge about English  and Technology for Teaching and Learning 1 subjects.

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The TPACK Model was introduced by Punya Mishra and Matthew J. Koehler

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The TPACK Model was introduced by Punya Mishra and Matthew J. Koehler

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The seminal piece on the TPACK model was written in 2006 by Punya Mishra and Matthew J. Koehler in “Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge.” They explain that their theory comes after five years of studying teachers at all different grade levels with design experiments to see how their classrooms operated.

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Knowledge about how to use technology to represent/research and create the content in different ways without consideration about teaching.

ex: Knowledge about online dictionary, SPSS, subject specific ICT tools e.g. Geometer’s Sketch pad, topic specific simulation.

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Knowledge of the existence and specifications of various technologies to enable teaching approaches without reference towards subject matter.

ex: The notion of the Web quest, KBS, using ICT as cognitive tools, computer-supported collaborative learning.

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TPACK gives us three knowledge areas to consider: Technology, Pedagogy, and Content Knowledge. Arranging these three categories into a Venn diagram helps us to see the four areas that are created in Mishra and Koehler’s framework.