Decisions Teachers Make / 5 Step Lesson Planning Process / North Carolina Resources / Technology Integration Background / TPACK Review / SAMAR Review / Additional Planning Resources

Deconstructing TPACK - MLTI
Deconstructing TPACK - MLTI


Technology Integration

Past attempts at technology integration have had limited success and empirical evidence is limited on the positive impact of instructional technology on student learning.
TPACK is a research based framework for effective instruction that includes content knowledge, pedagogical knowledge and technological knowledge.

Most teachers already have units and lesson plans that incorporate technology. However, the selection of technology is often made first and then instructional activities are created to support the selected technology. The first step in the TPACK lesson planning process is the selection of learning goals.The Five Step Process to Lesson Planning is introduced and resources for implementing are shared in this TPACK for Teachers Toolkit.

TPACK Research with Inservice Teachers: Where’s the TCK?

Researchers are increasingly exploring the development and expression of experienced teachers’ technological pedagogical content knowledge (TPACK). While the majority of extant studies focus on evidence and growth of TPACK holistically, some have begun to distinguish teacher knowledge in TPACK’s subdomains, including technological pedagogical knowledge (TPK) and technological content knowledge (TCK). In reviewing this literature, one pattern has become apparent: teachers’ TPK is documented considerably more often than their TCK across studies that have disaggregated results according to these subdomains. This paper reviews the studies that together illustrate this trend, offering potential explanations and suggestions for further investigation.

Hofer, M. & Harris, J. TPACK Research with Inservice Teachers: Where’s the TCK?. In Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 4704-4709). Chesapeake, VA: AACE. Retrieved January 27, 2014 from

The TPACK History

In the TPACK world there are 2 major institutions and a pair of educators attached to each. Punya Mishra and Matthew Koehler of the College of Education Michigan State University provided the most widely used description in Technological pedagogical content knowledge: A framework for teacher knowledge, published in 2006. Judi Harris and Mark Hofer of the School of Education, College of William & Mary took the work of Mishra and Koehler and adapted it for use by pre-service and inservice educators in
Instructional planning activity types as vehicles for curriculum-based TPACK development, presented in 2009. Resources from both Michigan State and William and Mary are used in this TPACK toolkit wiki.

Convergence of Learning Theories that Impact Effective Teaching

As teachers reflect on their practice, the revision of existing curricular materials should align with the research based instructional practices listed below

Revised Blooms Taxonomy

foundational for the NC Standard Course of Study

Marzano's Nine

Nine research-based instructional strategies that have the biggest impact on learning.


a hierarchy of educational technology uses

Universal Design for Learning

brain-based principals for learning.

Activity Types

building blocks for effective instruction using the TPACK Framework.

TPACK Research Findings

According to research the lack of ability in the overlapping domains listed below seem to be the barrier to effective teaching and learning with technology. These overlapping or sub domains are the focus at the center of the Main Learning Technology Initiative logo above. The image is linked to Maine's resources for deconstructing TPACK.

Pedagogical Content Knowledge


Technological Content Knowledge


Technological Pedagogical Knowledge


A Toolkit for PLCs.

This toolkit provides web based resources for educators to use while exploring TPACK and the process for revising current classroom activities and for use in the development of new classroom activities.

Essential Question

How can teachers use the 5 Steps to Technology Integration using TPACK to enhance teaching and learning with technology?

Learning Goals

Distinguish the difference between Activity Types (TPK) and traditional activity types (PK).
Experience a process for using TPACK Activity Types in planning classroom instruction

Decisions Teachers Make / 5 Step Lesson Planning Process / North Carolina Resources / Technology Integration Background / TPACK Review / SAMAR Review / Additional Planning Resources