TPACK Instruction

TPACK design |1. Introduction | 2. Misconceptions & Difficulties | 3.  Digital Resources |4. Instruction | 5. TPACK Context |  Assessment Rubric


Describe the TELE as it will be presented to the students.  As you describe the procedures, please be sure to address each of the following as appropriate:

  • a) any small group activity you will be arranging for this lesson, and the rationale for your grouping decisions.
  • b) how you intend to effectively address MISCONCEPTIONS that you identified above.
  • c) several thoughtful questions you anticipate posing to students to assist in the achievement of your objectives.

This section of the lesson plan should include the five distinct parts (listed below) that serve as the outline for what the teacher(s) and students are doing during the course of the TELE.

Where applicable, you are to discuss where and how technology is integrated into each part of the lesson.

  1. Preparation of the classroom for the technologically enhanced learning experience (TELE): organization of chairs, advanced distribution of materials, technology set up, etc.
  2. Introduction to the TELE:  Explicitly address two dimensions here:
    • a) what you will do to communicate to students the lesson’s learning objectives (e.g., I Can statements);
    • b) what your thought-provoking and emotionally evocative “hook” is for this lesson. (Consider how the learning experience is meaningful and relevant to the lives of your students).
  3. Body of the TELE: In this section you will
    • a) identify learning activity types (LATs); 
    • b) name the distinct pedagogical strategies involved in the lesson (e.g. direct instruction, modeling, cooperative learning, inquiry, discussion, small group work, etc.);
    • c) describe step-by-step (during each LAT and/or pedagogical strategy) what YOU and YOUR STUDENTS will be doing throughout the lesson;
    • d) offer a rationale for the particular sequence of learning procedures and/or learning activity types (How does this particular sequence promote learning)?; and
    • e) provide a time frame for each lesson segment you describe.   
  4. Feedback (formative assessment with technology): Integrating technology during a lesson for formative assessment is not only valuable to the teacher but is equally helpful for the students. Discuss this in terms of the monitoring function (Martin, 2012).
    • a) List the specific technologically enhanced way(s) you will gather evidence throughout the lesson (i.e. formative assessment) to determine whether every student is achieving the stated objectives (i.e. intended outcomes).
    • b) How do you plan to share this informative, specific and technologically enhanced feedback to students on their performance during this lesson?
  5. Closure: Describe with specific examples which of the following approaches you will technologically enhance to bring ‘closure’ to the lesson:
    • a) a quiz or exit slip focused on students identifying, summarizing, providing examples of one or several main ideas of the lesson;
    • b) an oral think-pair share activity;
    • c) student feedback to you about what they liked, didn’t especially like or find helpful, and what they would recommend doing in the future;
    • d) an exciting preview of ‘coming attractions’ in terms of future lessons;
    • e) other.