Instructional design models

What is TPACK?

TPACK stands for Technological Pedagogical Content Knowledge. At the heart of the TPACK framework is TPACK knowledge, an integrated understanding of how to teach specific content using appropriate pedagogical strategies supported by appropriate technology. The model is based on the assumption that quality teaching with technology requires a focused overlap of three knowledge areas (CK, PK and TK, whose additional intersections encompass new sub-areas):

1. Content Knowledge (CK) is a teacher's knowledge of the subject matter to be learned or taught. It includes knowledge of concepts and theories, ideas, organizational frameworks, and evidence, as well as established practices and approaches for developing such knowledge.
2. Pedagogical Knowledge (PK) is a teacher's knowledge of the processes, practices, or methods of learning and teaching. It encompasses, among other things, the overall purpose of education and its values and goals, and refers to understanding the learning process, classroom management skills, lesson planning, and assessment.
3. Technological Knowledge (TK) is knowledge about certain ways of thinking and working with technology, tools and resources. Working with technology can be applied to all technological tools and resources and includes a broad enough understanding of information technology to be productively applied at work and in everyday life, recognizing when information technology can help or hinder goal achievement and constantly adapting to information technology changes/developments.
4. Pedagogical Content Knowledge (PCK) is based on Shulman's idea of pedagogical knowledge applicable to the teaching of specific content. The emphasis is on the transformation of the teaching topic that occurs during its interpretation, finding different ways of interpreting it, and adapting instructional materials to alternative concepts and prior knowledge. It covers the very core of the work of teaching, learning, curriculum, assessment, and reporting.
5. Technological Content Knowledge (TCK) is the understanding of how technology and content influence and constrain each other. Teachers must master more than the subject matter they teach. They must also have a deep understanding of how the subject matter (or the kinds of representations that can be constructed) is transformed by the application of particular technologies. Teachers need to understand which specific technologies are best suited to address subject matter learning in their domains and how content dictates or even changes technology, or vice versa.
6. Technological Pedagogical Knowledge (TPK) is an understanding of how teaching and learning can change when certain technologies are used in a specific way. This includes knowing the pedagogical advantages and limitations of a range of technological tools related to the discipline and developing an appropriate pedagogical design and strategy.
7. Technological Pedagogical Content Knowledge (TPACK) is a combined form of knowledge that contains all three main components (content, pedagogy, and technology). It is the foundation of effective teaching with technology and requires an understanding of the concepts of technology application, pedagogical techniques that use technology in constructive ways to teach material, knowledge of what makes certain concepts difficult or easy to learn, and how technology can help correct some of the problems that students (learners) face. It also requires knowledge of students' (learners') prior knowledge and theories of epistemology and knowledge of how technologies can be used.

Why is TPACK important?
The model helps teachers see technology not as an add-on to teaching, but as an active component of didactic reflection. By applying the TPACK framework, teachers reflect on these questions:

• What is the goal of teaching?
• What content is key to understanding?
• Which method best suits the goals and content?
• What digital tools can enhance the learning experience?.

In this way, technology becomes a means, not an end, and supports learning in a meaningful and effective way.

Applying the TPACK framework in lesson planning
When planning levels of technology integration, TPACK can be used as a tool for analysis and reflection:

• low level of integration: technology is used passively for content presentation
• medium level of integration: technology enables interaction and collaboration
• high level of integration: technology is inseparable from the teaching process and enables personalized, creative and problem-based learning.

TPACK also helps teachers develop digital competencies because it highlights not only the technical, but also the pedagogical function of technology.

TPACK and teacher professional development
Developing TPACK competencies does not happen automatically. It is necessary to include the TPACK framework in teacher education and professional development, encourage teamwork and interdisciplinary projects, use reflective practice, i.e. analyze one's own teaching scenarios with the TPACK model, and apply digital pedagogy in designing e-courses and OER content in order for a teacher to fully acquire these competencies.

The TPACK framework provides a systematic approach to understanding and integrating technology into the educational process. Rather than using technology haphazardly or out of a need to modernize or because it's "modern," TPACK directs us toward thoughtful and contextualized application. Such an approach not only improves teaching, but also strengthens the role of the teacher as a pedagogical expert in the digital age.