TPACK is a framework that combines the teacher’s three knowledge areas: technological knowledge, content
knowledge, and pedagogical knowledge and also will helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. It's an approach that looks at the combination what teachers know?
How they teach?
How technology used or the role of technology in order to better impact of student.

The TPACK framework was introduced by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006.

3 DOMAINS OF TPACK

Technological Knowledge (TK)- this is the teachers knowledge on how to select, use and integrate these tools in the teaching and learning context.

Pedagogical Knowledge (PK) - basically it's your Philosophy of Education and also it is teachers deep knowledge about the processes and practices or methods of teaching and learning.

Content Knowledge (CK) - this is what teachers know or the deepest knowledge, understanding about the specific topic including facts, concepts and theories.

3 COMBINE DOMAINS OF TPACK

Technological Pedagogical Knowledge (TPK) - this is the how to choose and manage technology for your students.

Pedagogical Content Knowledge (PCK) - this is the best practice in teaching specific subject for the students.

Technological Content Knowledge (TCK) - this is the how technology used in the subject.

TPACK will start with content and then pedagogy and layer in technology. Sometimes, you might get excited about the technological tool and design a lesson around it. 

The SAMR model was created to share a common language across
disciplines as teachers strive to personalize learning and help students
visualize complex concepts.

• The SAMR Model can be especially powerful during remote and blended
learning when integrated classroom technology makes teaching and learning a more seamless experience for educators and students.
• Through the work of Dr. Ruben Puentedura, Ph. D. the SAMR Model
(Substitution Augmentation Modification Redefinition) provides a wonderful lens through which to look at this progression. It must be understood that the goal is to create lessons that allow for the ability to facilitate lessons that practice Redefinition. At the same time, it must be remembered that all the
stages allow for technology interaction and increased student engagement.
There are times were simple.

SUBSTITUTION
“Substitution” means replacing traditional activities and materials—like in-class lectures or paper worksheets—with digital versions. There is no substantial change to the content, just the way that it is delivered.

AUGMENTATION
This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

MODIFICATION
At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

REDEFINITION
Learning is fundamentally transformed at the “redefinition” level, enabling activities that were previously impossible in the classroom.

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it’s really more like a toolbox. The goal isn’t to use the most sophisticated tool, but to find the right one for the job.

Each level is accompanied by a description of its relevance and examples of digital tools that connect with this taxonomy framework namely (Creating, Evaluating, Analyzing, Applying, Understanding, and lastly Remembering).

The ASSURE Model
    ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. It also refers to a systemic approach that the teacher can use when writing an instructional plan.
This model is composed of six essential steps in planning instruction. Theoretically, it is a mental framework that a teacher considers.

FIRST STEP: ANALYZE LEANERS
With the learner as the center of the instructional process, the initial consideration is to get a clear picture of the leaners' learning styles, age level, interests or preferences, background, special needs and cultural diversity.

SECOND STEP: STATE OBJECTIVES
This is the main instruction guide that will direct the flow to reach the target. Known as the learning outcome expected of the lesson, this statement describes what the learner would be able to perform as a result of the instruction.

THIRD STEP: SELECT METHODS, MEDIA AND MATERIALS
Selecting the appropriate way of delivering the lesson and using the applicable media or technology can effectively make learners acquire understanding of the lesson or gain the competence desired. The teacher has to decide which strategy, materials or technology would be best considering the learners and the desired learning outcomes.   

FOURTH STEP: UTILIZE METHODS, MEDIA AND MATERIALS
Having selected the strategy, media and materials is halfway of the task done. Planning how to implement these entails a lot of consideration. Bearing in mind the learning outcome of the lesson, the teacher decides which part of the instructional flow will a particular material or technology be employed and the manner on how it will be more effective to achieve the learning outcome.

FIFTH STEP: REQUIRE LEARNER PARTICIPATION
Student engagement is an important element. The learners have to be made to understand their role in taking accountability of their own learning. Therefore, the teacher has to design sections of the lesson where the learners are guided to participate in and perform tasks with minimal or no supervision at all.

SIXTH STEP: EVALUATE STUDENT PERFORMANCE
Assessing learners' performance can take place across phases of the lesson. However, it is emphasized that the basic rule is that the evaluation should be congruent to the learning outcome provided in the lesson. Some learning outcomes can be sufficiently evaluated using a pen and paper test but there are other learning outcomes that can be assessed by using rubric or having a aggregated write-up through the use of a portfolio assessment. The teacher decides which is appropriate for the intention of the evaluative activity.

But How to Produce a digital story?
Steps in Producing a Digital Story
I. Brainstorming a story concept.
2. Create a story board that will contain the graphics, sounds, text, narration and music needed.
3. Collect pictures, materials and store them in an organized fashion.
4. Using productivity &ls, put them together using iMovie, moviemaker, vimeo, powerpoint presentation, powtoon, power director, viva video, and the like.
5. Edit, revise and share your story.

When creating a digital story, it is important that you have the content written. The substance is important to be clear. What is the message about? Then organize the  flow of events using the right language. Tell a good story.
When you have all information sorted out, you need to think of a perspective that you can take as you tell the story. That point of view will be your through-line.' It will connect all the elements of your story and end it with a concluding statement that will create a cohesive presentation.

When writing the script, you need to consider important elements:
I. Point of view
2. Dramatic question
3. Emotional content 4. Economy
5. Voice
6. Soundtrack
7. Pacing

Storyboarding is a valuable initial phase in the digital storytelling process. It is like doing a layout of the text or the script, the images or pictures that should go with it, the narration or voiceover as well as the transitions or effects that can be employed to have an engaging production. In other words, it is a detailed plan before the digital story is produced. This will allow you to visualize the flow of the story. You can create a template using a table.

4 STEPS IN DESIGNING A LESSON
1. Identify learning objectives beses on topic or content.
2. Determine knowledge and skills.
3. Select a tool or an instructional aide to use.
4. Determine knowledge and skills.

A Sample Plan Making Use of a Mobile Device in:

*Preparing Things Needed in Setting up the Classroom
*Performance Outcomes of   Learners
*Plan and Push Instructional Flows
*Provide Plausible Possibilities