SAMR & TPACK

http://elearning.tki.org.nz/Professional-learning/Teacher-inquiry/SAMR-model 

Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.

Source: http://tpack.org

http://matt-koehler.com/tpack2/tpack-explained/

At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: 

• Content (CK) "Teachers’ knowledge about the subject matter to be learned or taught".  This includes "knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge” (Koehler & Mishra, 2009).
• Pedagogy (PK) “Teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims."
• Technology (TK) 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. 

The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: 

• Pedagogical Content Knowledge (PCK) The teacher interprets the subject matter, and transforms it in various ways. The teacher represents the knowledge and adapts and alters the learning material to alternative conceptions to suit the students’ prior knowledge. 
• Technological Content Knowledge (TCK)     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 also have a deep understanding of the manner in which the subject matter (or the kinds of representations that can be constructed) can be changed 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” (Koehler & Mishra, 2009). 
• Technological Pedagogical Knowledge (TPK) “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” (Koehler & Mishra, 2009).

• Technological Pedagogical Content Knowledge (TPACK) “Underlying truly meaningful and deeply skilled teaching with technology, TPACK is different from knowledge of all three concepts individually. Instead, 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” (Koehler & Mishra, 2009).