TPACK (Technological Pedagogical Content Knowledge) attempts to identify the knowledge required by teachers for technology integration in teaching, while addressing content knowledge. TPACK captures the kinds of knowledge required for the effective integration of content, pedagogy and technology. The framework builds on Shulman’s idea of Pedagogical Content Knowledge.

Participants will identify resources and develop strategies for implementing the TPACK framework.

Learner Outcomes
  • Provide an understanding of how the TPACK model serves as a lens to integrate curricular standards, sound pedagogy, and appropriate technology
  • Apply TPACK concepts in creating activities for learning.
  • Engage and equip participants with relevant knowledge and skills for selecting appropriate technology tools to engage learners

What is TPACK
Check your prior knowledge

Turn to your table partner and share your take from the video.

Technological Pedagogical Content Knowledge (TPACK) identifies the knowledge required by teachers to integrate technology into their teaching, while addressing teacher knowledge. At the heart of the TPACK framework, is three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK).

Content [CK]: Our personal knowledge of the subject matter to be learned

Technology [TK]: Our understanding of how new technologies work

Pedagogy [PK]: Our ability to choose the appropriate methods to teach content

PCK: Knowing which strategies best align with the content to provide the most optimal learning experience

TCK: Understanding how to choose technology tools that best represent, align with, or transform the content

TPK: Gauging which technology tools align most closely with a specific learning activity

How do you TPACK?
How do we TPACK?

Collaborative Learning
The technological pedagogical content knowledge (TPACK) framework can support teachers in creating a common language in evaluating and selecting technology to support student engagement and learning.

Guiding Questions:
How can the resources below be used to help teachers understand content and design comprehensive high quality lessons?
What teaching and learning methods are most appropriate to ensure maximum student engagement and how does it impact mastery learning?
What is the best tool to deliver the content and or allow students to create artifacts to demonstrate mastery learning?
Technology Tools
21st Century Tools
Framework for Thinking
Learning Activity Types
Tools A-Z
Model of Learning Objectives
Teaching Strategies
Tech Tools for Teaching and Learning
21st Century Skills
Universal Design for Learning
Technology Matrix
Questioning Toolkit
UDL Livebinder
Tools by Subject
Screencast - O-Matic

Using the Pedagogy
Free Internet Resources

Ideas and Information

21st Century Skills Teacher
Center for Learning

Flipped Classroom

Explore these resoures and consider how they can be used to facilitate learning in the classroom.
Click here to record discussions
Instructional Planning Tools

TPACK is the knowledge of the dynamic, transactional negotiation among technology, pedagogy, and content and how that negotiation impacts student learning in a classroom context.The essential features are (a) the use of appropriate technology (b) in a particular content area (c) as part of a pedagogical strategy (d) within a given educational context (e) to develop students' knowledge of a particular topic or meet an educational objective or student need. Explore the North Carolina Professional Education Standards Quick Comparison Chart then click the following link to share

How the use of TPACK can support the goals of the Professional Standards?

Activity Instructions

For this activity, you may work individually or with a team to create an infograhic, video, or other representation that could be shared with school board members, central office staff, other administrators, or community groups to explain TPACK and it's relationship to 21st Century learning.

Step by Step

1. View TPACK Sample Prezi above
2. Define content: You may work collaboratively or independently
3. Develop presentation
4. Post
5. Share and discuss

TPACK Resources
TPack Planning Process

  • Harris, Judith B. and Hofer, Mark J., (2011) Technological Pedagogical Content Knowledge in Action: A Descriptive Study of Secondary Teachers' Curriculum-Based, Technology-Related Instructional Planning, JRTE, Vol 43, No. 3, 211-229.

Agenda > Introductions > Information and Technology Essential Standards > ITES for Higher Ed > IHE Reflection > Professional Standards for Media and Technology Personnel > Technology, Pedagogy and Content Knowledge (TPACK) Framework > Evaluation