Technology pedagogical content knowledge (tpack) and technology integration planning (tip)

TECHNOLOGY PEDAGOGICAL
CONTENT KNOWLEDGE (TPACK)
AND TECHNOLOGY INTEGRATION
PLANNING (TIP)

TECHNOLOGICAL PEDAGOGICAL
CONTENT KNOWLEDGE(TECH-PACK)
 It was previously known as T-PCK, later TPACK.
 It was consider as the framework that integrates technology in
education.
 It provides a picture of the entire process of technology integration that
helps identify the essential of teaching any subject matter.
Here are some components of Tech-PACK;

CONTENT KNOWLEDGE
 Teachers knowledge about the subject matter.
 Includes concepts, theories, ideas, organizational frameworks, evidences
and proofs, established practices and approaches toward developing such
knowledge (Shulman, 1986).
 Having no comprehensive knowledge in content may cause erroneous
information to learners, thus may develop misconceptions about the subject
matter.

PEDAGOGICAL KNOWLEDGE(PK)
 Teachers deep knowledge about the process and practices or
methods of teaching and learning.
 This include lesson planning, classroom management skills,
understanding how student learn, and student assessment.
 A teacher with profound pedagogical knowledge facilitates
students in developing habits of mind and positive dispositions
toward learning.
 Therefore, understanding of cognitive, social, developmental
theories of learning and how they apply to students in the
classroom are requisites of pedagogical knowledge

PEDAGOGICAL CONTENT
KNOWLEDGE(PCK)
 Covers condition that promote learning: teaching, learning,
curriculum assessment, reporting, and pedagogy.
There is transformation of the subject mater for teaching which
happens when teachers interprets the subject matter.

TECHNOLOGY KNOWLEDGE(TK)
 The definition of TK is fluid due to its fast updates and upgrades that
happens from time to time. However, technology applies to all technological
tools and resources.
 Understanding of technology which is beyond the definition of computer
literacy is a must in TK. Thus, essential appreciation and mastery of
information technology for information processing, communication, and
problem solving are important.

TECHNOLOGY CONTENT
KNOWLEDGE(TCK)
 TCK is the understanding of the way in which technology and content affect
and restrict one another.
 This overlap that the teaching is more than the subject matter they
teach; they must also have a profound knowledge on the way how subject
matter can be taught through the use of particular technology.
 Teachers need to figure out which specific technologies are appropriate in
delivering the subject-matter to have a better understanding and appreciation
of the lesson.
 This allows us to determine the suitable pairing of appropriate technology to
the content and vice versa.

KNOWLEDGE (TPK)
TPK is an understanding of how teaching and learning can change when
particular technologies are used in particular methods.
The focus of this TPK is to have an understanding of the affordances of
technologies and how they can influence differently the context and
intentions of teaching.
Teachers have to look behind the normal functions of technology, they have
to be creative and think of other possible things that these technologies can
do to achieve advancement in the learning of the students.

CONTENT KNOWLEDGE (TECH-PACK)
Tech-PACK shows interactions among the main components knowledge-
content, pedagogical, and knowledge.
Tech-PACK is the basis of effective teaching with technology.
The relationship among the components of the knowledge are interfaced
with one another to have a stronger content, more effective pedagogy and
efficient technology that may remedy difficulties in teaching and learning to
develop higher comprehension and better learning.

“CONTENT”
This is the outer-dotted circle which highlights the
understanding that technology, pedagogy, and content
do not exist in a vacuum, but rather, are represented in
specific learning and teaching contexts.

TECHNOLOGY INTEGRATION
PLANNING (TIP)
Technology Integration Planning (TIP) is a model created for
teachers as a guide that ensures the efficiency of integration of
technology in education.
Further, TIP Model shows teachers how to establish a milieu in
which technology can effectually enrich learning.

PHASE 1: ANALYSIS OF LEARNING
AND TEACHING NEEDS.
Step 1: Determine relative advantage.
Measures to see relative advantage easier;
Compatibility – Method consistent with their cultural values and beliefs
and other adopted in the past.
Complexity – Easy for them to learn and carry out on a frequent basis.
Triability – Being able to try out a little before making a final decision.
Observability – Seeing others they respect and emulate using the new
method successfully.
Step 2: Assess Tech-PACK.

PHASE 2: PLANNING FOR
INTEGRATION
Step 3: Decides on objectives, assessments.
Step 4: Design integration strategies.
 Instructional approaches – traditional or constructivist approach.
 Curriculum approaches – single subject approach or interdisciplinary
approach.
 Grouping – from individual to pair or group learning.
 Sequence – must have acquired technology prerequisite skills to
successfully learn.
Step 5: Prepare instructional environment.
 Teachers establish the educational environment to carry out effectively the
plan of using technology in teaching and learning.

PHASE 3: POST-INSTRUCTIONAL
ANALYSIS AND REVISIONS
Step 6: Analysis results.
 Teachers have to spend time reflecting and assessing
themselves to determine whether the integration of technology
and if all processes in teaching and learning went on smoothly
and has been successful in the delivery.
Step 7: Make Revisions.
 It is important to determine the necessary areas which need
improvement and better execution of instructions with technology
integration the next time around.

STAGES OF TECHNOLOGY INTEGRATION
IN TEACHING AND LEARNING
 Beginning Stage
Teacher still make use of chalkboards, textbooks, workbooks, hand-outs,
worksheets in their instructions and activities despite the presence of the selected
technologies and other resources that support student learning experience.
Teachers research and discuss strategies students can use to promote
knowledge construction and demonstrate creativity. They monitor safe, ethical, legal
and healthy use of technology and information resources.
Teachers use and modify the existing learning resources to design
instructional and learning activities for student learning.
Students use technology tools to research and collect information

Developing Stage
Teachers plan, manage and facilitate student understanding of technologies
and other resources best suited to support specific learning experiences.
Teachers facilitate and guide students as they employ strategies to construct
knowledge and promote creativity thought; they model safe, ethical, legal and healthy
use of technology and information resources and help students address threats to
security of technologies, data and information.

Teachers adapt or create instructional activities that allow students to collect
and report information through a variety of products and formats. Teachers and
conduct formative and summative assessments to inform teaching and learning.
Students use technology tools to collect information, synthesize and creating
new information and projects guided by their teachers. They explore issues of
individual interest related to their learning.

 Proficient Stage
Teachers demonstrate and model effective use of a variety of existing and
emerging technology-based resources to encourage student to engage in a range of
learning experiences.
Teachers model creativity and knowledge construction and enable students to
demonstrate creativity and innovation. Teachers advocate for and effectively instruct
students in the safe, ethical and legal and healthy use of technology and information
resources including emerging policies and practices related to issues such security,
intellectual property and personal rights.

Teachers design and customize instructional activities in response of students’
learning styles, preferences and abilities so that students develop questions, propose
solution and elicit feedback on their learning. Teachers provide students with various
opportunities to demonstrate skills and knowledge to adapt future teaching and
learning opportunities.
Students use technology in support of collecting and synthesizing information,
developing and demonstrating critical thinking, and solving authentic problems
through the creation projects they propose. Students use technology to plan, manage
and reflect on their own learning.

Transformative Stage
Teachers engage with students to explore and determine appropriate uses of existing
and emerging technology-based resources so that students may effectively plan, manage and
evaluate their learning experiences.
Teachers collaborate with and involve students as lead learners to engage in activities
to promote creativity and innovation and explore complex issues. They students as active
participants in the safe, ethical, legal and healthy use of technology and information resources
by encouraging them to establish policies and procedures for its use and determining
methods to address it’s misuse.
Teachers collaborate with students to identify and develop personalized instructional
activities that allow students to formulate, evaluate and test hypotheses to address complex
problems that address real-world and local and global issues with their teachers.

Teachers engage students in the development and analysis of various
opportunities to demonstrate skills and knowledge to orient future teaching and
learning opportunities toward areas necessary for greatest student success.
Students collaborate and communicate with their teachers, other students and
experts to select and use technology tools that align with preferences, styles and
content requirements in order to address real-world, complex problems with multiple
answers or solution. Students routinely monitor, evaluate and adjust their own
learning strategies and thinking.

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