The TPACK model was founded by Punya Mishra and Matthew J. Koehler (Magana, 2017, p. 16). Mishra and Koehler were Michigan State professors. TPACK stands for Technology Pedagogical and Content Knowledge. This model is made up of three overlapping circles. The circles are Technological Knowledge (TK), Content Knowledge (CK), and Pedagogical Knowledge (PK). The overlapping areas are Pedagogical Content Knowledge (PCK), Technological Context Knowledge (TCK), and Technological Pedagogical Knowledge (TPK). The middle area where all three of the circles come together is technological pedagogical content knowledge (TPACK). According to Magana (2017, p. 16), the TPACK model helps establish the importance of technological knowledge but it does not provide any guidance of measurable standards to help teachers attain that knowledge.

References

Magana, S. (2017). Disruptive Classroom Technologies: A framework for innovation in Education. Corwin

PowerSchool. (2023). SAMR Model. Powerschool.com. https://www.powerschool.com/blog/samr-model-a-practical-guide-for-k-12-classroom-technology-integration/

The SAMR Model was founded by Dr. Ruben Puentedura in 2013. He stated that the use of technology was divided into four stages. The four stages are substitution, augmentation, modification, and redefinition. The substitution and augmentation stages are also known as enhancement. The modification and redefinition stages are also known as transformation. The SAMR Model is completely technology-centric and in return makes the use of the SAMR Model abstract.

References

Magana, S. (2017). Disruptive Classroom Technologies: A framework for innovation in Education. Corwin

PowerSchool. (2023). TPACK Model. Powerschool.com. https://www.powerschool.com/blog/the-tpack-framework-explained-with-classroom-examples/

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