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TPACK TOOLKIT
Objective # 2: Understand and apply basic concepts associated with
technological, pedagogical and content knowledge (TPACK)
In this portion of the session the participants will gain an understanding of the basic
concepts associated with the technological, pedagogical and content knowledge
involved in effectively teaching and learning using technology. The ultimate expected
outcome of this portion of the session is to engage with some models and reflect as
practitioners.
After having acquired an understanding of what TPACK is and why using the TPACK
framework can help make the teacher’s job easier participants will explore and
experience exactly how TPACK can help build capacity for planning and implementing
instruction and learning. Finally, participants will use digital tools to support the use of
TPACK when delivering instruction
TPACK: Its Purpose and Definition
Mishra & Koehler (2006) assert that that the successful teacher is one who can
draw from content, pedagogy and technology, forming a technological
pedagogical content knowledge (TPACK) framework. In essence, effective
teaching with technology requires TPACK, or an ability to integrate
content, pedagogy and technology flexibly during the act of teaching.
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TPACK: The Scenario Model
In this activity, you will use the TPACK lens to deconstruct the instructional activities represented in a teaching
scenario.
Participants will:
 Deconstruct teaching scenarios through the TPACK lens.
 Brainstorm possible changes for pedagogical approaches and/or technology choices to better
SUPPORT student learning in the scenario.
I. Let's Read!
Please read the scenario below. Use the TPACK lens (see
picture on right for further guidance) to look for:




Evidence of the intersection of content and
technological knowledge (i.e., How are Web 2.0 tools
being leveraged within the curriculum?)
Evidence of the intersection of technological and
pedagogical knowledge (i.e., Is student centered
learning the result of leveraging technology a part of
the lesson?)
Evidence of the intersection of pedagogical and
content knowledge (i.e., Is the teacher demonstrating
a deep understanding of learning theory and content
knowledge?)
Evidence of the intersection of pedagogical,
technological, and content knowledge (i.e., Is the teacher a facilitator in the lesson while students
develop become content/data/media creators?)
The Scenario: Poetry Café!
In an 8th grade Language Arts classroom, the teacher is a huge fan of the Beat Movement in
American Poetry. To celebrate the period, the teacher has set up the following assignment: Students
are to write a poem, and then use free, online podcasting software to create an audio file. The
requirements of the podcast (audio file) are the following:
o
Must use an intro piece of music to precede the poetry.
o
Must include three or four sound effects.
o
Must include a closing piece of music to follow the narration.
Students will then play their podcasts in the classroom, while bringing in cookies and juice. Lights will
be dimmed and students are encouraged to play the part by wearing black turtlenecks and berets.
Students will listen to each other’s work and applaud and snap their fingers in appreciation.
~ Littleton Public Schools (2010). The TPaCK game.
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II. Deconstruct TPACK: The Scenario Model

Participants discuss their thoughts about the lesson scenario with their colleagues.

Using an online setting participants share answers with their group to the guiding questions provided,
by using Stixy. (Create a Hot Link to the Stixy website that will be developed).

Participants in the groups use the individual note pads on the Stixy board to share two comments that
share your reflections on the activity.
o
Session I: create a link to a Stixy Board for this session
o
Session II: create a link to a Stixy Board for this session
TPACK: The Game Model
In this portion of the session, participants will be participating in a TPACK game.
Participants will:

Understand and apply basic concepts associated with technological, pedagogical and content
knowledge (TPACK).
I. Ready!
Here is an overview of the TPACK game:
1. At your table you will find 3 containers with slips of paper already filled in. In one container (labeled
"C"), the slips of paper list different basic content area (SS, SCI, ENG I, MA, etc). In the second
container (labeled "T"), the slips of paper list different technologies (blogs, wikis, docs, etc). In the third
container (labled "P"), the slips of paper list pedagogical strategies (collaborative learning, PBL,
differentiation).
2. We invite you to add you own SPECIFIC technologies (e.g., Moodle) that you have at their district or
school and/or pedagogical approaches adopted your school level (Marzano, TQM. etc) to the
appropriate labeled containers using the markers and blank slips of paper available on your table.
3. In the first round, each table would draw from 2 containers and brainstorm ways to fill in the third,
missing item that would be an EFFECTIVE approach to support student learning.
4. In a second round, participants draw from all 3 containers and brainstorm a lesson with all 3 TPACK
components.
5. We invite you to record your “successful” ideas in your TPACK Game Recording Space on the wiki
page with your table number listed below.
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II. Set!
The presenters will demonstrate how to play both versions of the TPACK game.
III. Go!
At your table, after adding any personalized slips of paper to the appropriate containers, please begin the first
round of the TPACK game. I will be around to provide support. I will also let you know when to start round 2 of
the TPACK game.
Phase I

In the first round, each table would draw from 2 containers and brainstorm ways to fill in the third,
missing item that would be an EFFECTIVE approach to support student learning. Repeat this round as
many times as you can in the time allowed.
Phase II

In a second round, participants draw from all 3 containers and brainstorm a lesson with all 3 TPACK
components. Repeat this round as many times as you can in the time allowed.
III. Finish Line!
Review highlights of your group’s thinking as the TPACK Game was played.
IV. Reflection

Part I - Voice Your Thoughts about TPACK using Voki. Provide at least three statements that reflect
upon the intersection of the pedagogical, technological, and content knowledge.
o
Click HERE for Voki Tutorial Page create a link to a Voki website for this session. Then create
a page for participants to upload their Voki links.
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References

Littleton Public Schools (2010). The TPaCK game. Retrieved from
http://www.littletonpublicschools.net/DISTRICTINFORMATION/GetInvolved/LPSBlogs/tabid/656/EntryId
/375/The-TPaCK-Game.aspx
Permission for use granted by Dr. Dan Mass, Chief Information Officer, Littleton Public Schools.

Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for
teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.14679620.2006.00684.x
Resources

What is TPACK?pdf
http://nclti2012ci.ncdpi.wikispaces.net/file/view/What%20is%20TPACK%3F.pdf/303414990/What%20is
%20TPACK%3F.pdf