1. A framework for understanding the
complex interaction among
technological, pedagogical, and
content knowledge that teachers
need for effectively integrating
technology in the classroom.

2. Technological,
Pedagogical And Content • Digital Equipment
Knowledge • Internet / research
• Applications
(TPACK)
Technological Technological
Pedagogical Content
Knowledge Technological Knowledge
(TPK) Knowledge (TCK)
(TK) Content areas:
• Math
• Language Arts
• Teaching • Science
strategies • Social Sciences
• Lesson planning s
• Classroom
management Pedagogical Content
• Cognitive Knowledge Knowledge
development (PK) (CK)
Pedagogical
Content
Knowledge
(PCK)
From: TPACK.ORG

4.  Effective integration of technology involves planning for
the interaction of: technology, pedagogy, and content.
 Technology has to be appropriate for the content area
(what is taught) as well as the pedagogical method (how
it is taught).
 Professional development for teachers (and teacher-in-
training) must address all three areas of knowledge
development for effective technology integration in
classrooms.
 TPACK provides a framework for teachers, teacher-
trainers, and researchers to assess and evaluate the
efficacy of technology integration.

5. 1. Plan and implement supporting activities: e.g. having the
teacher initially model the processes for using the technology
and developing products together with students.
2. Establish rules and procedures to facilitate smooth-running
classroom activities with technology before instruction starts
(e.g. telling the students entering the classroom that they would
be working with a partner and where to sit to use the
computer), during instruction (directing students to ask a peer
for assistance with technology issues), and after instructional
activities (giving a 5-minute warning before directing that
computers be shut down).
3. Provide teacher support through student helpers and technical
aids, including training students to help other students who are
experiencing difficulties and access to technical assistance for
the teacher.

6. Traditional approaches to technology integration starts
with selecting a technology analyzing the strengths and
weakness and then determining the curriculum standard
or learning goals.
Judi Harris has developed a system for TPACK planning
based on identifying first what students must do – these
are called “Activity Types” and then selecting appropriate
technology that has been matched with the activity type
for specific content areas. Harris and others are
developing Activity Types lists for each content area and
grade level.
Visit: http://activitytypes.wmwikis.net/HOME
Or see link on TPACK page of Workshop Wiki

7. 1. Identify the learning goals and learning
activities for the theme or unit based on the
content standards for your school system.
2. Select and use appropriate digital tools or
technologies (and other resources) for the
selected learning activity to help meet the
learning goals.
3. Assess the efficacy of digital tools or
technologies in helping students achieve
learning goals and content objectives.

8.  Visit the Activity Types Wiki at:
http://activitytypes.wmwikis.net/HOME
 Review the K-6 Literacy Learning Activity
Types in English or Spanish
.PDF files are available on the Workshop
Materials page of the Workshop Wiki, at:
http://k3englishteachers.wikispaces.com/

9. Use these questions to reflect on the TPACK Planning with
Learning Activities. Write your response for Question #3 on
your Reflection sheet.
o Do you think TPACK Planning with Learning Activities is
useful for you teaching? Why or why not?
o What e-Learning sites look promising for your teaching?
o What is a thematic unit that you would consider integrating
one of these web sites or technologies?
o What problems or limitations would you have trying to
integrate technology or computer programs or sites?