SAN JOSE COMMUNITY COLLEGE – EDUCATION DEPARTMENT
PROFESSIONAL EDUCATION 8 – TECHNOLOGY FOR TEACHING AND LEARNING
LESSON 3: THEORIES AND PRINCIPLES SUPPORTING EDUCATIONAL TECHNOLOGY: TPACK,
SAMR & BLOOM’S TAXONOMY
Lesson Outcomes
1. Familiarized oneself with TPACK and SAMR Model as frameworks in integrating technology in the
practice of teaching.
2. Selected and employed an appropriate technology (tool or application) in an instructional plan
3. Evaluated one's capability in integrating technology in his lesson.
4. Identified learning theories and principles applied in the design and development of lessons
through appropriate media and technologies for teaching-learning.
TECHNOLOGICAL, PEDAGOGICAL AND CONTENT KNOWLEDGE (TPACK)
TPACK is a framework that combines the teacher's three knowledge areas: technological
knowledge, content knowledge, and pedagogical knowledge. This framework shows the
interconnectedness of content knowledge with pedagogical knowledge and the integration of
technology in making teaching more engaging, relevant and effective. It looks at how these knowledge
areas intercept or work together to increase student’s motivation and make the content more accessibly
engaging to students. This framework has significantly influenced practices in teaching as a result of
research.
The Technological, Pedagogical and Content Knowledge known as TPACK is a theoretical model
describing the capability of the 21st century teacher. To be relevant to the learners of today, the teachers
should be able to blend his knowledge and capability in the content of the discipline.
CK is content knowledge. It is the 'what' understanding of the content such as language arts, math,
science, history among others. This is composed of facts, concepts, theories or principles in a given
discipline. Pedagogical Knowledge (PK) is the 'How.' It is the expert's knowledge in the science of
teaching from educational and learning theories to individual differences to strategies and techniques as
well as assessment of learning. The teachers need to possess the capability to handle learning through
effective method and appropriate strategies.
The intersection of the pedagogical and content areas of knowledge is the PCK. This how much
competencies the teachers have in making the students learn concepts and skills. This includes the
knowledge of how to use techniques that can meaningfully address different learning styles while
supporting content with deeper understanding. Schulman (2008) considers this teaching at its best.
The incorporation of technology knowledge into PCK by Mishra and Koehler (2006) is relevant to
21st century teaching. This is the TK or the technological knowledge. This is the teachers' knowledge on
how to select, use and integrate these tools in the teaching and learning context- This is not only about
the tools but also about the quality of content that students can access through appropriate applications
and sites.
When technology is used in a specific subject area to enrich and deepen student's understating of
content, this is the intersection called TCK or Technological-Content Knowledge. For example, to deepen
students' understanding of a concept or area of study, students can gather information and collect data
and evidence using technology tools and present this information using an application.
Furthermore, TPK which is Technology-Pedagogical Knowledge is knowing how to select, use or
develop technology to manage student learning. For example, who will use collaborative tools that will
allow students to work together and share information? How will you use an application that will allow
students to creatively share their well-researched project in class or to others outside of the school? If
they need to communicate with an expert in the industry, what tools can they employ so that they may
be able to interview the right expert who can assist them in their capstone project? As a teacher, using
the appropriate technology to ensure effective instruction is TPK.
It allows student to learn content through digital tools. They can document and record evidence
and plot out a strategy using a collaborative tool where the group can discuss their action plan while in
or out of school. The drawn plan can be presented using a productivity tool (i.e., power-point
presentation or a digital story) to pertinent persons for feedback. Once approved and given support, the
project can now proceed to the next level-implementation stage.
The intersection of all knowledge areas is known as the TPACK. so, TPACK is about what teachers
know, how they teach and how technology is used in the delivery of the lesson to make it more engaging
and making learning more relevant in the 21st century.
In conclusion, TPACK will start with content and then pedagogy and layer in technology.
Sometimes, you might get excited about the technological tool and design a lesson around it.
Remember, it is NOT about the technology tool but it is the right blend of the three knowledge areas.
Activity 1: There are two relevant video clips that can be viewed. They will reinforce the understanding
of TPACK. Search in YouTube the following files and view them.
1. TPACK in Two Minutes (https://www.youtube.com/watch?v=FagVSQlZELY
2. Introduction to the TPACK Model Video Common Sense Media
(https://www.youtube.com/watch?v=glkn9Veggxo
What insights have you gained after viewing them? Write your answers on the activity sheet
provided
SAMR Model
SAMR is a model designed to help educators infuse technology into teaching and learning.
Developed by Dr, Ruben Puentedura, the model supports and enables teachers to design, develop, and
infuse digital learning experiences that utilize technology. (Nov 9, 2013).
S stands for Substitution. It is literally using technology as an alternate for the regular item that is
employed in augmenting or assisting instruction. Instead of using a map or a globe in teaching geography,
teachers can use Google map or Google earth instead. Showing a location in a map can be substituted by
the use of google map or google earth.
A is Argumentation. In this part of technology integration, there is a functional improvement in the use of
a technology tool. the google map, you can use the features available such as measuring the distance from
one point to another. You can provide a task by making students utilize this. For example, ask them to
measure the distance and get the estimate time of travel if they start from one point to go to the next
point. With this use of the google map, you tap on certain functions that the application provides.
Instruction with technology integrated is enhanced.
M means Modification. In this level, technology is used to redesign a lesson. When studying geography
for example, google applications have panoramic. Using this you can guide students to start uploading
their own pictures of places they may have visited online. A brief description of these places can also be
added. If internet connectivity is not available in the classroom, they can do the task after class. With clear
and proper instructions, students can be guided to work on the assignment.
R represents the idea of creating something from the regular item. This is Redefinition. Technology allows
the creation of a new concept that has not been previously conceptualized. Puentedura labels this as the
transformation of learning. Students are given the opportunity to create an output based on what they
know and learned using a technology tool or application. So with the ready pictures uploaded in
panoramic, students can probably write the script for a guided tour using his available materials using
Google Earth and start arranging these to be shared through the world wide web. It would be good if
before the students start posting or publishing their work online, as a teacher, you can review it just to be
sure it is ready to be shared.
Activity 2:
Using SAMR, think of how you can integrate a technology tool for each phase to show the
transition from using it to enhance instruction leading to a transformative use of technology. Design a
task that can have a positive effect on students’ learning outcomes.
Task or Learning Activities
Redefinition
Modification
Argumentation
Substitution
Blooms’ Digital Taxonomy
Benjamin Bloom is a known educationist who provided the cognitive taxonomy which has greatly
been used in education. His students, Anderson and Krathwohl made some revisions. This is the revised
Blooms’ Taxonomy.
Below is an infographic that shows the relation of SAMR and Bloom’s Revised Taxonomy.
Some more applications that can be explored are found in this infographic.
Activity 3:
1. What is the significance of being aware of a theoretical framework (i.e. TPACK, SAMR,
Blooms Revised Taxonomy) in preparing to become a 21st Century Educator? Cite some
scenarios where you can practically apply your learning.
