TPACK as a tool to aid in the development of instructional design


Through understanding the finer relationships between the three overarching components of TPACK a deeper analysis of blending technology into teaching and learning can be identified. In going through this process I am able to see how technology is not just being used as a device or tool, but rather as a way to enrich the content and teaching that will take place. Anderson, Barham and Northcote (2013) suggested that there are many advantages to using the TPACK framework as a tool for planning or reflecting on instructional design. TPACK provides educators or instructors with a clear guideline to inform their understanding of how technology is connected their teaching and the learning of their students. Using this framework offers a multidimensional approach to explore complex and delicate links between the areas of Pedagogy, Technology and Content. It has allowed me to observe the way in which the program created will incorporate 21st Century skills in a meaningful and authentic way to engage the students in the learning process. The TPACK framework provides teachers with an approach to think about how to enhance technology integration within the classroom. It allows educators to observe how Technology Knowledge can work together with Content and Pedagogy. By using this visual thinking tool it enables teachers to explore the difficulties that may be involved in blending technology with teaching (Doering, Veletsianos, Scharber & Miller 2009). It is because of this rationale that I feel that utilising TPACK as a planning tool in the development of my idea has been not only beneficial in identifying the key components of teaching and learning but has also forced me to evaluate the validity of the choices made.



Anderson, A., Barham, N., & Northcote, M. (2013). Using the TPACK framework to unite disciplines in online learning. Australasian Journal of Educational Technology, 29(4), 549-565
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological, pedagogical, and content knowledge framework to design online learning environments and professional development. Journal of Educational Computing Research41(3), 319-346. DOI: 10.2190/EC.41.3.d




Hometent Identify the desired resultsgold_nugget


Assessment and Evidencescale

Curriculum Outcomes


Planning for Inquiry (Kath Murdoch/Kathy Short Inquiry Model)arrows-1577983_960_720

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