PROF ED 8 (TTL 1) learning, emphasizing the interplay between

three core knowledge domains.

TPACK FRAMEWORK
PROPONENTS
 The TPACK framework builds upon
earlier educational theories,
particularly Lee Shulman's
Pedagogical Content Knowledge
(PCK), introduced in 1986.
 Shulman emphasized the importance
of understanding how subject matter
is taught, integrating both the what
(content) and the how (pedagogy) of
teaching. Content Knowledge (CK) - The teacher’s
 The TPACK framework was later knowledge about the subject matter they are
formalized by Punya Mishra and teaching.
Matthew J. Koehler in 2006. Pedagogical Knowledge (PK) - The
 They extended Shulman’s model by teacher’s knowledge about the methods and
adding the technological component, practices of teaching, including instructional
reflecting the growing importance of strategies, classroom management, and
technology in education. Their work assessment.
has been widely recognized as
foundational for understanding and Technological Knowledge (TK) - The
implementing technology-enhanced teacher’s knowledge about technologies and
teaching. their applications, including tools like
software, hardware, and digital platforms.

KEY FEATURES OF TPACK

 Holistic Integration - TPACK
recognizes that effective teaching
with technology requires the
seamless blending of content,
pedagogy, and technology.
 Focus on Context - TPACK is not a
one-size fits-all model; it stresses the
role of specific contexts, such as the
subject area, available resources, and
the learners' needs.
 Dynamic Nature - The framework
emphasizes that the interaction
between CK, PK, and TK is dynamic
and context-dependent. It varies
across disciplines, student
demographics, and educational
settings.

WHAT IS TPACK FRAMEWORK?

A conceptual model that describes the
integration of technology in teaching and Technological Content Knowledge (TCK) -
Understanding how technology affects and
 BENEFITS OF TPACK FRAMEWORK
1. Encourages thoughtful technology
integration.
2. Helps teachers select appropriate
tools for specific educational
contexts.
transforms the content. For example, using 3. Promotes innovative and engaging
simulations in science education. teaching practices.
4. Supports differentiated instruction by
Technological Pedagogical Knowledge
addressing diverse learner needs.
(TPK) - Knowing how to use technology to
implement pedagogical strategies
effectively, such as using learning
CHALLENGES OF TPACK
 Complexity - Balancing CK, PK, and
TK requires significant expertise and
ongoing professional development.
 Resource Dependency - Effective
TPACK implementation may depend
on access to technology and
technical support.
 Dynamic Nature of Technology -
Rapid technological advancements
require continuous learning and
management systems to facilitate
adaptation.
discussions.

NOW, WHAT DO YOU THINK IS THE

Pedagogical Content Knowledge (PCK) -
PRIMARY CRITICISM OF TPACK?
Understanding how best to teach a specific
content area, such as teaching math concepts Educators may struggle to assess their
through manipulatives. proficiency in TPACK without concrete
tools or rubrics.

TPACK VS. SAMR

While TPACK emphasizes the interplay of
knowledge areas (technology, pedagogy,
content), SAMR focuses on the depth of
technology integration and its impact on
learning.
TPACK helps in designing lessons with
balanced integration, whereas SAMR
At the heart of the framework lies TPACK, provides a pathway to evaluate and improve
the intersection of all three domains… the sophistication of technology use.

… which represents a deep understanding of

how to teach specific content effectively TO NOTE
with appropriate pedagogical methods and
technology. The TPACK framework is a powerful tool
for understanding how technology can be
integrated into teaching in meaningful,
pedagogically sound, and content-rich ways.
It encourages educators to think critically
about their instructional strategies and
empowers them to enhance student learning
through effective technology use. As
education evolves, the TPACK framework
remains a cornerstone of modern teaching
strategies.
PICRAT FRAMEWORK
PROPONENT  the teacher’s use of technology to
The PICRAT Framework was developed by guide more effective technology
Royce Kimmons in 2013. It was designed to integration.
help educators reflect on and evaluate their
use of technology in the classroom.
Royce Kimmons is an educator and
researcher known for his work in the field of
educational technology. PICRAT FRAMEWORK
Contributed to understanding how PIC COMPONENT
technology can enhance teaching and
learning, particularly in the context of the PIC (STUDENTS’
use of digital tools in the classroom. RELATIONSHIP WITH
TECHNOLOGY)
The PIC aspect of the
PICRAT FRAMEWORK framework evaluates how
The framework is designed: students interact with technology during
their learning process.
 to guide teachers in making more
intentional decisions about the
technology they incorporate into PASSIVE
their lessons; and
 Students primarily consume
information that is presented to them
through technology.
 The most traditional use of digital
tools, where students watch videos,
read e-books, or engage in other
forms of one-way communication.
 While it can be
informative, it
does not require
significant
 to assess how effectively it supports cognitive effort or
student learning and creativity. engagement
beyond receiving
The framework categorizes both:
and processing the information.
 the student’s relationship with  Example activities could include
technology; and watching a documentary or listening
to a podcast.
The framework categorizes both:
 the student’s relationship with
technology; and INTERACTIVE
  Students actively engage with the as recalling basic facts or explaining
content by responding or interacting concepts.
with
Technology used in a passive mode (like
technology.
watching videos, reading texts, or listening
 This might
to lectures) helps students remember
include
information and understand its meaning.
participating in
quizzes, I:AA
simulations, or
games that offer When students interact with content, they
immediate feedback. are moving into higher-order thinking.
 The emphasis is on two-way It can also involve analysis, as students
interaction rather than passive evaluate and break down information in the
consumption. context of a problem or scenario.
 It involves a deeper level of
cognitive engagement. Interactive technology helps to deepen
 Examples include interactive engagement by asking students to apply
simulations in science classes. knowledge and analyze outcomes.
C:EC

CREATIVE This level of engagement aligns with the

highest-order cognitive skills in Bloom's
 Student use technology to create new Taxonomy.
content. It emphasizes production
Whether it’s designing infographics,
producing videos, or developing digital art,
students are engaging in evaluation
(justifying decisions and choices) and
creation (producing original work).

BLOOM SKILLS
PIC

Passive Remembering Recall facts,

explain ideas
(consumes) Understanding
over consumption.
 The student becomes a producer of Interactive Applying Use knowledge,
digital materials, such as videos, break down
blogs, podcasts, or infographics. (interacts) Analyzing
concepts
 This level fosters higher-order
thinking, as students synthesize
Creative Evaluating Make
information and demonstrate their
judgments,
understanding in innovative ways. (creates) Creating
produce original
 Examples might include designing a
work
website or creating a podcast.

PIC ALIGNMENT TO BLOOM’S RAT COMPONENT

TAXONOMY RAT (TEACHER’S ROLE IN USING
P:RU TECHNOLOGY)

At the Passive level, students are mostly The RAT aspect focuses on how technology
engaged in lower-order thinking skills such is used from the teacher’s perspective,
categorizing its impact on the learning  The highest level of technological
experience into three levels.

REPLACE
 Technology is used merely to
substitute traditional tools or
methods without adding significant
educational value.
 While it makes the process more
efficient or accessible, it does not
use, where technology fundamentally
necessarily
changes the learning experience.
enhance or deepen
 Instead of just enhancing or
learning.
amplifying the existing process, it
 An example of this
transforms how both teachers and
would be replacing
students engage with content. The
paper worksheets
classroom environment becomes
with digital
more immersive, engaging, and
worksheets. While
dynamic.
this saves time and may be more
 The teacher’s role shifts from being
environmentally friendly, it doesn’t
the sole provider of knowledge to
transform the learning experience.
facilitating exploration, critical
It’s still a one-way transmission of
thinking, and problem-solving
knowledge, just in a different format.
through technological means.

AMPLIFY
 Technology does more than simply
replace traditional tools; it enhances
the teaching and RAT ALIGNMENT TO SAMR
learning process.
 The teacher uses  Replace = Substitution - Technology
digital tools to substitutes traditional tools without
improve significant change.
engagement,  Amplify = Augmentation and
understanding, and Modification - Technology enhances
interaction in ways that were not and redesigns the learning process,
possible with traditional methods.
 Amplifying technology enhances the
teacher’s ability to present material
in dynamic ways, such as through
interactive
presentations,
online
collaboration tools,
or real-time data
analysis.
TRANSFORM adding new features and improving
task engagement.
 Transform = Redefinition -
Technology radically changes the
 learning experience, Technology creates an
creating new entirely new way for
opportunities that were students to engage
not possible before. with content in passive
learning. Examples:
Immersive experiences
WHAT IS THE PICRAT MATRIX? through VR.

 A 3x3 grid that

represents the
INTERACTIVE AMPLIFICATION
intersection of students'
relationships with Technology enhances
technology (PIC) and student interaction with
teachers' use of content. Example:
technology (RAT). Collaborative online
 It helps to visualize how the use of discussions, interactive
technology can range from basic tool simulations.
substitution to transformational
CREATIVE REPLACEMENT
experiences, both for
the student and teacher. Technology is used for
students to create
content but in a
simplified, non-
enhancing way.
Example: Using a
PASSIVE REPLACEMENT template for a project
without much personal
Teacher uses technology for passive student input.
engagement. Examples:
digital worksheets, video INTERACTIVE TRANSFORMATION
lectures.

PASSIVE
AMPLIFICATION
Technology is used to make passive learning
experiences more engaging or accessible.
Examples: videos with
interactive elements,
adaptive learning tools.

Technology changes the way students

INTERACTIVE interact with content, creating opportunities
REPLACEMENT for deeper engagement. Examples: Virtual
field trips, simulations with real-time
Technology is used to engage students with feedback.
content, such as interactive quizzes or
assessments. CREATIVE
AMPLIFICATION
Technology enhances
PASSIVE students' ability to create
TRANSFORMATION content in a more engaging
way. Example: using design
tools for infographic creation, video editing,
etc.
CREATIVE TRANSFORMATION
Technology allows students to create new,
meaningful content in entirely new ways.
Examples: Augmented reality projects,
collaborative digital art, game design.

WHAT IS THE ULTIMATE GOAL OF

THE PICRAT FRAMEWORK?
to encourage creative and transformative
learning through technology.

 By incorporating technology that

fosters creativity, the framework
empowers students to move beyond
passive learning.
 This taps into their potential to
innovate, problem-solve, and express
themselves in new and meaningful
ways.
 The use of transformative technology
fundamentally shifts the way we
learn.
 It offers students the opportunity to
engage with complex concepts in
more authentic, hands-on, and
personalized ways.

WHEN DOES THE PICRAT

FRAMEWORK BECOME MOST
EFFECTIVE?
when educators use it as a tool for reflection.

TO NOTE:
The PICRAT Framework is an insightful
tool for educators to evaluate and refine
their use of technology in the classroom.
The ultimate aim is to leverage technology
in ways that not only enhance but also
revolutionize the educational experience,
preparing students for a future where digital
tools are an integral part of their learning
and problem-solving processes.