This document discusses frameworks for integrating technology into instruction, including the TPACK model. TPACK emphasizes the importance of flexibly drawing from and integrating knowledge of technology, pedagogy, and content. It also discusses how new technologies require new mindsets and understanding the relationships between technology, content knowledge, pedagogical knowledge, and how they overlap. Examples are provided of the SAMR model and how it can be applied to writing assignments and fractions lessons. References for the TPACK and SAMR models are also included.

1. INTERGRATING TECHNOLOGY

2. TPACK MODEL

3. What knowledge is of most worth (when
designing instruction)?
Herbert Spencer, Social Theorist, 1859
2006: In the midst of fast-paced technological changes, the knowledge of most
worth is
TPACK…
an ability to flexibly draw from and integrate
Knowledge of Technology, Pedagogy, And Content
(and their relationship to each other) into your
curriculum and instructional practices
Mishra & Koehler (2006)

4. New times + new literacies =
new mindsets
New times (de Argaez, 2006; Pew Internet & American Life Project,
2000-2009)
New literacies (Leu, Kinzer, Coiro, & Cammack, 2004; Spires, 2008)
New mindsets (Lankshear & Knobel, 2007)
1. Same as always - now things are just
“technologized”
2. The world is fundamentally different - with
new ways of doing things and new
ways of being that are enabled by new
technologies

5. Why TPACK?
Learning how to use technology is much different
than knowing what to do with it for instructional
purposes (e.g., Smartboard; Ning)
Designing (or redesigning) instruction requires an
understanding of how knowledge about content,
pedagogy, and technology overlap to inform your
choices for curriculum and instruction

6. http://tpack.org/
What is
TPACK?
Mishra & Koehler (2006)

7. ,Interactions of TPACK as described by Mishra & Koehler (2006), in Robin (2008).
TPACK Model
Content Knowledge
Knowledge about the subject
matter being taught; including
facts, concepts, theories and
procedures, plus the nature of
inquiry in a given field.
Technological Pedagogical
Knowledge
Knowledge of the components and
capabilities of various technology
used in teaching,
Technology Knowledge
Knowledge of basic and advanced
technology skills, plus the ability to
adapt new technologies.
Pedagogical Knowledge
Deep knowledge about the
processes, practices and methods
of teaching. Plus understanding
that teaching may change with the
use of new technologies.
Technology Content
Knowledge
Knowledge about how technology
and content are reciprocally
related. Pedagogical Content
Knowledge
Knowledge of pedagogy that is
applicable to the teaching of
specific content.
Technology Pedagogical
Content Knowledge
The thoughtful interweaving of all
three key sources of knowledge:
Technology, Pedagogy, and Content.

8. How can you best use new technologies associated with
your content objectives to promote student learning?

9. Consider how your
pedagogical approaches
might be framed to
effectively integrate
technology into content-
area instruction?
What new knowledge/skills
might you need?

10. • Content focus: What content does this lesson focus on?
• Pedagogical focus: What pedagogical practices are
employed in this lesson?
• Technology used: What technologies are used?
TPACK Guidelines

11. • PCK: Do these pedagogical practices make concepts
clearer and/or foster deeper learning?
• TCK: Does the use of technology help represent the
content in diverse ways or maximize opportunities to
transform the content in ways that make sense to the
learner?
• TPK: Do the pedagogical practices maximize the use of
existing technologies for teaching and evaluating
learning?
• TPCK: How might things need to change if one aspect of
the lesson were to be different or not available?
TPACK Guidelines

12. SAMR MODEL

13. Example #1
Lesson: Writing a short paper
Original Assignment: hand written
paper

14. Example #1
Substitution: A Word Processor replaces a Pen/Pencil in a Writing
Assignment.
Augmentation: A Word Processor and text-to-speech function are used
to improve the writing process.
Modification: The document created using the Word Processor and
text-to-speech function is shared on a blog where feedback can be
received and incorporated to help improve the quality of writing.
Redefinition: Instead of a written assignment, students convey analytic
thought using multimedia tools.

15. Example #2
Lesson: Learning Fractions
Original Assignment: Show
understanding of fractions on a
worksheet by coloring in blocks.

16. Example #2
Substitution: Use an Excel Worksheet to let students “color in” the
blocks.
Augmentation: Use Google Sheet to let students “color in” the blocks,
where the teacher can offer feedback directly on Google Sheet.
Modification: Use Google Sheet and direct students to online examples
and supplementary learning materials for areas that they might struggle
with.
Redefinition: Use a Fractions App

17. Bloom’s Digital Taxonomy

18. References
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content
knowledge: A new framework for teacher knowledge. Teachers College
Record, 108(6), 1017-1054.
Koehler, M. J. Technological Pedagogical Content Knowledge.
www.TPACK.org