MODULE 5.

THEORIES AND PRINCIPLES IN THE USE AND DESIGN OF

TECHNOLOGY-DRIVEN LESSONS
Lesson 2. TPACK as a framework for Technology-Driven Teaching and Learning

Introduction
Technology in students’ lives extends beyond the classroom, giving them access to tools
that help them understand complex concepts and collaborate with peers toward academic
goals. While contemporary pedagogical practice encourages teachers to integrate technology
into their classrooms, many struggle due to barriers like cost, access, time, and uncertainty
about how to use it effectively.

To address this, Punya Mishra and Matthew J. Koehler of Michigan State University
developed TPACK, providing a theoretical framework for guiding educational technology
integration. Since its introduction in 2006, TPACK has become a leading theory in edtech,
influencing both research and professional development.

Learning objectives
At the end of this lesson, students should be able to:
● understand the core components of the TPACK framework;
● identify the intersections of technology, pedagogy, and content knowledge; and
● apply the framework to design effective and engaging lesson plans.

What is TPACK?
Technological Pedagogical Content
Knowledge (TPACK) is a groundbreaking
framework that helps teachers effectively integrate
technology, pedagogy, and content knowledge
(Mishra & Koehler, 2006) in their classrooms.
Originally proposed by Mishra & Koehler in 2006,
this general framework helps teachers think
intentionally about the ways they can use
technology to promote learning. The TPACK
framework was developed in 2006 to combat the
problems teachers face when teaching with
technology. It highlights the significance of
Technological Knowledge (TK), Pedagogical
Knowledge (PK) and Contents Knowledge (CK).

TK, PK, and CK are interconnected within the TPACK framework and are
interdependent, creating a process to look holistically at how technology is integrated, and can
enhance, teaching and learning. Thus, and resultably, the co-dependence of the three kinds of
knowledge is the foundation of TPACK, representing the dynamic nature of education practices.

Intuitively, the TPACK framework reflects the situated and integrated nature of
knowledge (Bean & Melton, 2020; Hofer, 2006) while modeling the complex relationships that
must ultimately be considered by a teacher in integrating technology. It recognizes the
complexity of teachers' role in balancing multiple bases of knowledge in their pedagogical work.
 The whole model is divided into seven domains, consisting of the three main components
of teachers' knowledge: (i) Content, (ii) Pedagogy, and (iii) Technology. Additionally, it
includes the interactions among these components, represented as (iv) Pedagogical Content
Knowledge (PCK), (v) Technological Content Knowledge (TCK), (vi) Technological
Pedagogical Knowledge (TPK), and (vii) TPACK.

THE THREE MAIN COMPONENTS

Technological Knowledge (TK) – This refers to educators' understanding and proficiency in
utilizing a range of technologies, tools, and related resources. TK involves comprehending
educational technology, evaluating its potential applications within specific subject areas or
classroom settings, discerning when it can enhance or hinder learning, and engaging in ongoing
learning to keep pace with emerging technological advancements.

Pedagogical Knowledge (PK) – This pertains to educators' comprehension of teaching and

learning methodologies, practices, and processes. As a broad category of knowledge, PK
includes the objectives, principles, and goals of education, and can extend to more specialized
aspects such as recognizing diverse student learning styles, effective classroom management,
lesson design, and assessment strategies.

Content Knowledge (CK) – This encompasses educators' expertise in their specific subject
areas. CK may involve familiarity with key concepts, theories, evidence, and organizational
structures relevant to a particular discipline; it also includes knowledge of best practices and
effective methods for conveying this information to students. CK varies by discipline and
educational level; for instance, middle school science and history courses typically require less
depth and breadth than undergraduate or graduate classes, leading to differences in the CK
possessed by instructors and the CK delivered to students in these varying contexts.

THE INTERSECTION OF TPACK

Pedagogical Content Knowledge (PCK)- Knowing how to teach a subject effectively.
Pedagogical content knowledge (PCK) is similar to Shulman's idea of knowledge of pedagogy
applicable to teaching specific content. PCK covers links among curriculum, assessment, and
pedagogy.
● Curriculum refers to what needs to be taught, including subject content and learning
objectives.
● Pedagogy involves the teaching strategies and methods used to make the content
understandable and engaging for students.
● Assessment evaluates students' understanding and learning progress, guiding
instructional adjustments.
Application: A science teacher knows that hands-on experiments are more effective than just
lecturing when teaching chemical reactions.

Technological Content Knowledge (TCK)-The knowledge of how technology can enhance

subject content and make it more engaging or accessible. Teachers need to be aware of which
specific technologies are most effective for addressing subject-matter learning in their fields and
how the technology may be changed or dictated by the content, or vice versa.
Application: A history teacher uses virtual reality (VR) to take students on a virtual tour of
ancient civilizations instead of just showing images.
Technological Pedagogical Knowledge (TPK)- It refers to using technology to improve
teaching methods. It involves recognizing the benefits and limitations of various tools and
adapting them to suit disciplinary and developmental needs. Teachers must go beyond basic
technology use to tailor it for effective pedagogy.
Application: Quizizz for real-time quizzes to check student understanding in a fun and
engaging way.

Technological Pedagogical Content Knowledge (TPACK)- Technological pedagogical

content knowledge refers to the knowledge and understanding of the interplay between CK, PK
and TK when using technology for teaching and learning. A teacher effectively integrates
technology with the right teaching strategies to enhance student understanding of the subject
matter.
Application: A math teacher uses GeoGebra (a digital tool) to help students visualize algebraic
concepts. Instead of just explaining equations, the teacher incorporates interactive problem-
solving, allowing students to manipulate variables and see real-time changes.

BENEFITS OF TPACK
● Helps teachers create engaging and interactive lessons – By blending technology
with pedagogy, teachers can design dynamic lessons that capture students’ interest.
● Encourages effective technology integration in education – TPACK ensures that
technology is used purposefully, enhancing learning rather than just being an add-on.
● Prepares students for a technology-driven world – By incorporating tech tools in
instruction, students develop digital skills essential for modern careers.
● Supports diverse learning needs through differentiated instruction – Technology
allows teachers to customize content, making learning accessible for all students.
● Enhances collaboration among students and educators – Digital tools enable
teamwork, communication, and knowledge-sharing beyond the classroom.
● Can share more ideas effectively – Technology expands access to resources, making
it easier for educators and students to communicate and exchange knowledge.

CHALLENGES OF TPACK
The TPACK (Technological Pedagogical Content Knowledge) framework helps explain these
challenges in integrating technology into education by emphasizing the intersection of
technology, pedagogy, and content knowledge.

1. Some teachers may be hesitant to use technology

This relates to the Technological Knowledge (TK) aspect of TPACK. Some educators may
lack confidence or experience in using digital tools, making them reluctant to integrate
technology into their teaching. Professional development and hands-on training can help
address this issue.
2. Not all schools have access to the latest technology
This challenge highlights the Technological-Pedagogical (TPK) intersection, where the
availability of resources affects how technology can support teaching strategies. Schools with
limited access need to focus on low-cost or offline alternatives to ensure meaningful tech
integration.
3. Teachers need training to use technology effectively
This relates to Technological Pedagogical Knowledge (TPK) and Technological Content
Knowledge (TCK). Understanding how to integrate digital tools appropriately with teaching
methods and subject matter requires training. Without it, technology may not be used effectively
to enhance learning.
4. It can be hard to balance technology with traditional teaching
This issue falls under Technological Pedagogical Content Knowledge (TPACK) itself.
Teachers must find the right balance between digital and traditional methods to ensure learning
remains engaging, interactive, and aligned with curriculum goals.

By addressing these challenges through the TPACK framework, educators can develop the
necessary skills and strategies to integrate technology in a way that enhances learning rather
than replacing or complicating traditional methods.

Recommended Readings
1. Research Trend on TPACK through Bibliometric Analysis (2015-2019) - ERIC:
https://files.eric.ed.gov/fulltext/EJ1328119.pdf
2. TPACK Research Trends: A Systematic Literature Review (2010-2020) -
ResearchGate:
https://www.researchgate.net/publication/359810278
3. Irwanto, I. (2021). Research Trends in Technological Pedagogical Content
Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021.
European Journal of Educational Research, volume–10–2021(volume–10–issue–
4–october–2021), 2045–2054.
https://doi.org/10.12973/eu-jer.10.4.2045
Self- Assessment activity

TPACK Quiz: Test your understanding of the Technological Pedagogical Content

Knowledge (TPACK) framework!

Multiple Choice (Choose the best answer)

1. A teacher who uses a virtual dissection tool in a biology class is demonstrating which type of
knowledge?
a) Pedagogical Knowledge (PK)
b) Technological Content Knowledge (TCK)
c) Pedagogical Content Knowledge (PCK)
d) Content Knowledge (CK)

2. A literature teacher integrates digital storytelling tools but struggles to align them with learning
objectives. This issue is related to:
a) Weak Technological Pedagogical Knowledge (TPK)
b) Lack of Pedagogical Content Knowledge (PCK)
c) Limited Technological Content Knowledge (TCK)
d) Absence of Content Knowledge (CK)

3. A teacher integrates augmented reality (AR) to teach historical events by allowing students to
interact with 3D models of ancient structures. Which component of TPACK is emphasized the
most?
a) Content Knowledge (CK)
b) Technological Pedagogical Knowledge (TPK)
c) Pedagogical Content Knowledge (PCK)
d) Technological Content Knowledge (TCK)

4. A teacher implements an AI-powered learning platform that personalizes math exercises

based on student performance. This approach is best categorized as:
a) Technological Content Knowledge (TCK)
b) Technological Pedagogical Knowledge (TPK)
c) Pedagogical Content Knowledge (PCK)
d) Full Technological Pedagogical Content Knowledge (TPACK)

5. A teacher uses an interactive simulation for Newton’s Laws of Motion instead of traditional
textbook explanations. Which combination of knowledge is applied?
a) CK + TK
b) TCK + TPK
c) PK + TK
d) PCK + CK

Answer key
1. B
2. A
3. D
4. D
5. B
References
Ballado, R. S., Giray, A. L., Jr., Alvarez, M. D., & Jordan, R. P. (2023). Technology for
Teaching and Learning 1 (1st ed.). Rex Bookstore, Inc.

Herring, M. C., Koehler, M. J., & Mishra, P. (Eds.). (2016). Handbook of Technological
Pedagogical Content Knowledge (TPACK) for Educators (2nd ed.). Routledge.
https://www.routledge.com/Handbook-of-Technological-Pedagogical-Content-
Knowledge-TPACK-for-Educators/Koehler-Mishra/p/book/9781138779396

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60–70.
https://citejournal.org/volume-9/issue-1-09/general/what-is-technological-
pedagogicalcontent-knowledge

Niess, M. L. (2018). Introduction to teachers' knowledge-of-practice for teaching with

digital technologies: A Technological Pedagogical Content Knowledge (TPACK)
framework. In Teacher Training and Professional Development: Concepts,
Methodologies, Tools, and Applications (pp. 145–159). IGI Global https://www.igi-
global.com/chapter/introduction-to-teachers-knowledge-of-practice-for-teaching-with-
digital-technologies/168878

Tribble, D., & PowerSchool. (2025, March 20). The TPACK framework explained (With
classroom examples). PowerSchool. https://www.powerschool.com/blog/the-tpack-
framework-explained-with-classroom-examples/