- Pedagogical knowledge (PK): (How they teach?)

- Content knowledge (CK): 
(What teacher know?)

SAMR model
- Substitution
(Tech acts as a direct tool substitute, with no functional change)
-Augmentation
(Tech acts as a direct tool substitute, with functional improvement)
-Modification
(Tech allows for significant task redesign)
-Redefinition
(Tech allows for the creation of new tasks, previously inconceivable)

It is approach that looks at the combination what teachers know, how they teach and how techology is used in order to better impact students learning.

1. Pedagogical Content Knowledge (PCK)
Is the intersection of the pedagogical, content  and technology that about the tools including how to select use and integrate technology into our curricular, it’s also the quality of content that students access to apps, website and games for learning.
2. Technological Content Knowledge (TCK)
Is refer how technology is used in a subject area for deep and lasting learning for instance to further their understanding of a topic.
3. Technological Pedagogical Knowledge (TPK) 
Is refer  how to choose and manage technology for students for instance what technology will best ease of our students work flow throughout their exploration of the scientific method, and use the collaboration tools to students share their learning with each other.

B. SAMR
SAMR is a model to reflect upon how to integrating technology into our classroom is it an act of  substitution, augmentation, modification and redefinition. This model can shift from using technology to enhance the higher order thinking skills such as analyzing, evaluating and creating which are essential to common core state standards and 21st century learning.

4 level in SAMR, that is:
1. Substitution – Tech acts as a direct tool substitute, with no functional change (Enhancement)
2. Augmentation – Tech acts as a direct tool substitute, with functional improvement (Enhancement)
3. Modification – Tech allows for significant task redesign (Transformation)
4. Redefinition– Tech allows for the creation of new tasks, previously inconceivable (Transformation)

C. Technology Integration Matrix (TIM)
TIM is designed to assist schools and districts in evaluating the level of technology
integration in classrooms and to provide teachers with models of how technology can
be integrated into instruction in meaningful ways.
The TIM describe five attributes of meaningful learning environment across five levels of technology integration.

Five level in TIM model :
1. Entry
2. Adoption
3. Adaptation
4.  Infusion
5. Transformattion

5 Attributes of meaningful learning environment - active, collaborative, constructive, authentic and goal directed learning and teaching.