Teacher education involves training to develop professional teaching skills and competencies. It aims to enhance teaching and learning through acquiring specialized knowledge across different contexts. The quality of teacher education directly impacts the quality of school education. The National Council for Teacher Education defines teacher education as a program that provides education, research, and training to teach various levels. Effective teacher education is essential for qualitative improvement of a nation's overall education system.

1. TECHNOLOGICAL PEDAGOGICAL AND CONTENT
KNOWLEDGE (TPACK)
Dr Sajeena S.
Post-Doctoral Research
Fellow (ICSSR)
School of Pedagogical
Sciences
MG University, Kottayam

2. Teacher Education
It is a complicated practice that
requires an interweaving of many
kinds of specialized knowledge.
Teaching requires application of
complex knowledge of teachers
across different cases and contexts
Teacher education is the process of
training that deals with the art of
acquiring professional competencies
and growth. It is an essential exercise
that enhance s the skills of teaching
and learning
It is a truism that without improving
the quality of teacher’s education,
the quality of schools education
cannot be improved (Sharma, 2003)
A sound programme of teacher’s
training and effective teacher
education are essential for the
qualitative improvement of the overall
education system of a nation

3. The National Council for Teacher
Education (NCTE, 1998) defined
teacher education as- A
programme of education, research
and training of persons to teach
from pre-primary to higher
education level
Teacher education is a
programme that is related to the
development of teacher
proficiency and competency that
would enable and empower the
teacher to meet the requirements
of the profession and face the
challenges therein
Teacher education encompasses teaching skills, sound
pedagogical theory and professional skills

4. How to incorporate
multimodalities and
differentiated educational
technologies to facilitate
and/or enhance student
learning ?

5. The emergence of digital natives and digital immigrants has
changed the approach to classroom instruction
Teachers need to understand the changing lives of children
with respect to technology, including how children interact
with technologies in ways that are qualitatively different
than teacher’s technological encounters and histories
Classroom instruction is now characterized by an
acceleration of instructional technologies designed to
increase efficiency, expand productivity, and ultimately
enhance students’ total learning experiences

6. Three Digital Divides
First
Divide
Equal access to technology infrastructure
(computers, multimedia equipment, software etc)
Second
Divide
Access to achievement enhancing technology mediated
instruction in school and technology mediated
activities outside of school
Third
Divide
Access to culturally sensitive TMI teachers knowledge
about multicultural education, and able to incorporate
this knowledge into their pedagogical practice of
teaching with technology

8. Technology
Can develop
student’s
scientific
investigations
and reasoning
Make teaching
learning
process
activity-
oriented,
student-
centered and
inquiry based
Helps
teachers’ to
understand
scientific
concepts and
creativity
Helps to
improve
teachers’
attitudes, self-
confidence and
instructional
applications

12. Teaching with Technology as a Wicked Problem
• Technology integration is often considered as a kind of problem-
solving , the goal of which is to find the appropriate technological
solutions to pedagogical problems.
• One fruitful way of thinking about the complex problem of teaching
with technology is to view it as a ‘wicked problem’ (Rittel & Webber,
1973). Wicked problems have incomplete, contradictory and
changing requirements
• Wicked problems cannot be solved in a traditional linear fashion,
because the problem definition itself evolves as new solutions are
considered and/or implemented
• Wicked problems always occur in social contexts and teaching can be
considered as a wicked problem with full of complexity

14. TPACK Model
Lee Shulman

16. Content Knowledge (CK)
• It is the knowledge about the actual subject matter that is to be
learned or taught
• Content Knowledge include knowledge of Concepts, Theories,
Ideas, Organizational Frameworks, Knowledge of evidence and
proof, as well as established practices and approaches towards
developing such knowledge
• Knowledge and the nature of inquiry differ greatly between fields
and it is important that teachers understand deeper knowledge
fundamentals of the disciplines in which they teach
• The cost of not having a comprehensive base of content
knowledge can be quite prohibitive; students can receive incorrect
information and develop misconceptions about the content area.

17. Pedagogical Knowledge (PK)
• Pedagogical Knowledge (PK) is teachers’ deep knowledge about the processes and
practices or methods of teaching and learning.
• They encompass overall educational purposes, values, and aims. This generic form
of knowledge applies to understanding how students learn, general classroom
management skills, lesson planning, and student assessment.
• It includes knowledge about techniques or methods used in the classroom; the
nature of the target audience; and strategies for evaluating student understanding.
• A teacher with deep pedagogical knowledge understands how students construct
knowledge and acquire skills and how they develop habits of mind and positive
dispositions toward learning.
• Pedagogical knowledge requires an understanding of cognitive, social, and
developmental theories of learning and how they apply to students in the
classroom.

18. Pedagogical Content Knowledge (PCK)
• PCK is consistent with and similar to Shulman’s idea of knowledge of
pedagogy that is applicable to the teaching of specific content.
• PCK covers the core business of teaching, learning, curriculum,
assessment and reporting, such as the conditions that promote
learning and the links among curriculum, assessment, and pedagogy.
• An awareness of common misconceptions and ways of looking at
them, the importance of forging connections among different
content-based ideas, students’ prior knowledge, alternative teaching
strategies, and the flexibility that comes from exploring alternative
ways of looking at the same idea or problem are all essential for
effective teaching.

19. Technology Knowledge (TK)
• Technology knowledge (TK) is always in a state of flux—more so than
the other two core knowledge domains in the TPACK framework
(pedagogy and content)
• Knowledge about certain ways of thinking about and working with
technology, tools and resources and working with technology can
apply to all technology tools and resources
• This includes understanding IT broadly enough to apply it productively
at work and in everyday life, being able to recognize when IT can
assist or impede the achievement of a goal and being able to
continually adapt to changes in information technology for
information processing.

20. Technological Content Knowledge (TCK)
• It is about an understanding of the manner in which technology
and content influence and constrain one another
• Teachers need to master more than the subject matter they teach
• They must have a deep understanding of the manner in which the
subject matter can be exchanged by the application of particular
technologies
• Teachers need to understand which specific technologies are best
suited for addressing subject-matter learning in their domains and
how the content dictates or perhaps even changes the technology
or vice versa

21. Technological Pedagogical Knowledge (TPK)
• TPK is an understanding of how teaching and learning can change when
particular technologies are used in particular ways
• This includes knowing the pedagogical affordances and constraints of a range of
technological tools as they relate to disciplinarily and developmentally
appropriate pedagogical designs and strategies
• To build TPK, a deeper understanding of the constraints and affordances of
technologies and the disciplinary contexts within which they function is needed.
• TPK becomes particularly important because most popular software programs
are not designed for educational purposes
• Teachers need to reject functional fixedness (Duncker, 1945) and develop skills
to look beyond most common uses for technologies, reconfiguring them for
customized pedagogical purposes

22. Technology, Pedagogy, and Content Knowledge (TPACK)
TPACK is an
emergent form
of knowledge
that goes
beyond all three
“core”
components
(content,
pedagogy, and
technology)
TPACK is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of
what makes concepts difficult or easy to learn and
how technology can help redress some of the
problems that students face; knowledge of students’
prior knowledge and theories of epistemology; and
knowledge of how technologies can be used to build
on existing knowledge to develop new epistemologies
or strengthen old ones.

23. Sustainable pathway for technology adoption
The gaps identified in computer skill-based programmes can be bridged by
redesigning the training packages to focus on TPACK (Mishra & Koehler (2006)
If the teachers need to adequately integrate technology across different
subject areas in the school curriculum, they need to demonstrate a firm
mastery of TPACK
TPACK is an amalgamation of teachers’ knowledge of curriculum content,
general pedagogies, technologies, and contextual factors that influence
learning in the specific context.
One approach through which teachers can acquire skills to effectively adopt
technology in classroom is by working through different stages of professional
development to blend technology, content and pedagogy

24. TPACK
developmental
model by Niess
and Colleagues
Curriculum
&
Assessment
Learning Teaching
Access

26. Teachers begin to use basic technologies and recognize their potential
in enhancing teaching and learning various subject areas
Recognizing
Stage
Accepting
Stage
Teachers accept the technology as being inevitable in their daily
practices and begin to integrate technology in their lessons. At this
stage teachers begin to seek professional development opportunities in
technological integration
Adapting
Stage
Teachers start demonstrating of the benefits of using technology as a
teaching and learning tool. They begin to explore and experiment with
technology as tools to enhance curriculum practices
Exploring
Stage
Teachers are motivated through the use of technology review of
traditional lesson plans of various subject areas to integrate ICT
Advancing
Stage
Here teachers understand the need to innovate various aspects of
school curriculum with the modification of the school curriculum to
integrate technology in every subject area

27. Implications of the TPACK Framework
• The TPACK framework seeks to assist the development of better
techniques for discovering and describing how technology-related
professional knowledge is implemented and instantiated in practice
• The TPACK framework offers several possibilities for promoting
research in teacher education, teacher professional development, and
teachers’ use of technology
• It offers options for looking at a complex phenomenon like technology
integration in ways that are now amenable to analysis and
development.
• It allows teachers, researchers, and teacher educators to move
beyond oversimplified approaches that treat technology as an “add-
on”

28. Hints for ensuring TPACK rather than PCK
 Create learning and sharing culture where there are opportunities for the
staff to develop their technological skill
 Run workshops organized as school but run by colleagues or students who
are already at Mastery or better level, to further support their development
 Give students the opportunity to show their skills through Digital Leader
Opportunities
 Don’t let the technology dictate learning, combine pedagogy with content
knowledge
 Provide opportunities for staff to meet to discuss the developments they
have encountered using technology
 Build a set of core apps which all staff can use at mastery level so that
consistency, confidence and competency can flourish

29. Application of TPACK Analysis in Classroom Teaching
Use of TPACK in Course Designing
 TPACK Framework can be used by teachers as a means for designing ICT integrated
Curriculum, Technology driven teaching learning activities and Web-based Assessment Tools.
 Teachers can incorporate online course projects and assignments and online tests as part of
the course.
 TPCK is helpful for them to explore different tools and design lessons that demonstrate ways
that they can use technology in conjunction with content and pedagogy to support student
learning.
Use of TPACK in planning Lessons
 To decide the learning outcomes to be attained through the lesson.
 To choose appropriate learning experiences and pedagogical strategies related to the
implementation of the lesson in the class.
 To identify specific activities that will comprise the learning experience.
 To select appropriate assessment strategies for the lesson and
 To choose technology tools that match their content and pedagogy.

30. Recommendations for teacher educators
• Move away from offering technology experiences and courses in isolation and toward
providing these experiences within the content area courses
• Work with teacher education faculty members to define and implement TPACK within each
of the content area methods and courses
• Emphasize the concept of teacher as a designer in both pre-service and in-service teacher
education experiences
• Hire new content area teacher educators and arts and science faculty who have rich design
experiences with educational technologies
• Help teacher educators and both pre-service and in-service teachers to understand the
affordances and constraints of the complete range of educational technologies in each of
the content areas.
• Help teacher educators and both pre-service and in-service teachers understand the nature
of the wicked TPACK problem along with context-dependence of their multi solutions to the
problem
• Foster research and development work on the development of TPACK

31. Conclusion
• Teaching with technology is a difficult thing to do well. The
TPACK framework suggests that content, pedagogy, technology
and teaching/learning contexts have the roles to play
individually and together
• Teaching successfully with technology requires continually
creating, maintaining and re-establishing a dynamic equilibrium
among all components

32. References
• AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical
Content Knowledge (TPCK) for Educators. Routledge
• Garba, S. A., &Alademerin, C. A (2014). Exploring the readiness of Nigerian colleges of
education toward pre-service teacher preparation for technology integration. International
Journal of Technology and Inclusive Education, 3(2), 335-343.
• Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and
science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2),
327-338.
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and
Technology (Ed.), The Handbook of Technological Pedagogical Content Knowledge (TPCK) for
Educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1-22.

33. THANK YOU