Understanding the TPACK Framework:
The TPACK framework combines the three essential areas for effective teaching: technology, pedagogy, and content knowledge. When I think about my experiences, I realize how important it is to balance these elements. It’s not enough to just know the subject I’m teaching, I also need to understand how to teach it in a way that engages students. Now, more than ever, I need to figure out how to incorporate technology into that process. The TPACK framework gives a clear structure to this idea, showing how these three areas intersect and how their integration can enhance learning.
From what I’ve seen and experienced, the current state of technology integration in Philippine classrooms is still a mixed bag. There is progress as more schools are incorporating digital tools like computers, projectors, and learning management systems. Some teachers are starting to use online resources to enhance their lessons, and students are getting more familiar with the mentioned tools in their learning. But on the other hand, there are still significant gaps. Many schools, especially in rural areas, don’t have the infrastructure or resources to fully adopt these technologies. There’s also a learning curve for both teachers and students in order to use these tools effectively. This learning requirement can sometimes slow down the adoption process.
Challenges in the Pedagogical Aspect
When it comes to the pedagogical aspect, one of the major challenges I’ve noticed as an educator is teacher preparedness and training. Many teachers, including myself at times, find it overwhelming to keep up with the rapid pace of technological advancements. The training we receive often focuses on the basics, but doesn’t always go deep enough to cover how to effectively integrate these tools into our teaching strategies. There’s a gap between knowing how to use technology and knowing how to teach with it. This can make it difficult to confidently apply these tools in the classroom, especially if we don’t feel fully prepared.
I experienced this first-hand as a Junior High School teacher teaching English classes. When I understood the potential of a particular technology, but wasn’t sure how to align it with my teaching goals or how to manage it within the flow of a lesson, it made me feel unprepared. This example shows a need for more comprehensive and continuous professional development that introduces new technologies and provides practical, hands-on experience using them effectively in various teaching scenarios.
Another challenge I’ve encountered is the compatibility of the current curriculum with available technology. We experienced massive changes in our educational curriculum in recent years. We shifted from a Basic Education curriculum to a K-12 curriculum. Before this, curricula were designed with traditional teaching methods in mind. They didn’t always lend themselves easily to digital integration, so the transition was not easy. There are certain subjects or topics that are straightforward to teach with traditional methods, but finding the right technology or digital approach to enhance learning can be tricky.
Sometimes, the curriculum is rigid with a set pace and content that doesn’t leave much room for the flexibility that technology can offer. It can feel like the technology is an add-on rather than an integral part of the learning process. When the curriculum is more flexible and open to incorporating different methods, it’s easier to integrate digital technology in a meaningful way. But when it’s not, it can hinder creativity and limit the potential of these tools in the classroom.
These challenges emphasize the importance of not only advocating for better resources and training, but also needed curriculum reform to support modern teaching methods.
Barriers to the Technological Component
When thinking about the technological component of TPACK, one of the first barriers that comes to mind is the issue of infrastructure and access. In many schools, especially in less urbanized areas, the necessary infrastructure to support effective technology use just isn’t there. Reliable internet access is a huge challenge. Sometimes it’s slow, and other times it’s completely unavailable. This makes it very difficult to integrate online technology into lessons consistently. In addition, some areas even experienced frequent electrical brownouts making it even more difficult to use electronic technology.
I have seen situations where we have tools like computers or tablets, but they aren’t used to their full potential because the internet connection is so unreliable. It’s frustrating for both teachers and students because it limits what we can do. Without the right infrastructure, even the best technology can’t be used effectively in the classroom. This is a significant hurdle that needs to be addressed to fully realize the benefits of TPACK in these classrooms.
Another big issue we face is the digital access disparity, which raises concerns about fairness in the classrooms. In these classrooms, not all students have the same access to technology. For example, during the COVID pandemic, my students who didn’t have access to a computer at home were not able to complete their coursework. Those students, needed to come to school to complete their work but they had very limited time access to the computer. This problem usually mirrors wider social and economic gaps. Some kids have the newest devices and speedy internet at home, while others don’t have any such tech outside of school.
I’ve noticed how this affects students’ participation and learning. For example, when assignments need online research or digital submissions, those without access often fall behind. It’s troubling because, despite our best efforts as teachers, some students are at a disadvantage when it comes to using technology for learning.
These barriers remind me of the importance of advocating for more equitable access to technology for education in the Philippines. Having the right tools in the classroom helps students benefit from them equally. Addressing these issues is crucial for making the most of the TPACK framework and ensuring that technology can be a tool of learning for all students, rather than a source of division.
Content-Specific Challenges
As a teacher who has covered multiple subjects, I often think about how to connect different topics across classes. However, I’ve realized that there’s no predefined system, especially when it comes to using technology. Each subject has its own challenges. In subjects like Computer education or Science, there are amazing tools such as simulations and interactive software that can enhance learning. However, in subjects such as Philippine Literature or History, it can be harder to find or create digital resources that fit well with these courses.
I’ve noticed that some teachers struggle with this, especially when the available technology doesn’t align well with the content they’re trying to teach. In Math, for instance, using graphing tools or virtual labs can be straightforward. But in a History class, how do you use technology in a way that adds value and doesn’t just feel like a gimmick? This challenge of finding and adapting technology to suit different subjects is something that many educators, including myself, continue to grapple with.
Another challenge we face comes from cultural and contextual factors. The content we teach is often tied to our local culture, which can sometimes clash with the generic focus of many digital tools. A lot of educational technologies are designed with a Western perspective, which doesn’t always connect with the values of students here in the Philippines. This difference can make it more difficult to use these tools effectively in our lessons.
It’s really important to pay attention to these cultural details. When I teach literature or social studies, I try to find or create digital content that reflects our local context. This way, students can see themselves and their culture represented, making the learning experience more relevant and engaging for them. While technology has great potential to enhance learning, it’s crucial to consider how it fits with the specific content we’re teaching and the cultural context of our students.
Identifying Opportunities and What can I do?
TPACK reveals both challenges and possibilities. Schools are slowly embracing tech, and more training is being made available. But those programs must move beyond generic how-tos. Training should give teachers hands-on opportunities to explore tools within the context of their subjects. Just as importantly, schools should provide sustained support—mentors, tech resource persons, and collaborative spaces. When teachers have backup, they feel less apprehensive and more empowered.
Policymakers can help by creating an environment that supports this collaboration through developing clear and supportive policies. When teachers, administrators, and policymakers are on the same page, it is much easier to address the challenges of technology integration and to find solutions that work for everyone involved.
As a future instructional designer, I want to be part of this shift. I plan to create training materials that are practical, focused, and grounded in real classroom needs. I aim to recommend tools that make sense, given the subject matter and student demographics. The goal is simplicity without being simplistic—resources that help teachers teach rather than overwhelm them with options.
Beyond tools, I want to help build communities where teachers, school leaders, and designers share insights and challenges. Online forums, workshops, and peer learning spaces can cultivate a sense of shared purpose.
Finally, I hope to design materials that are accessible and adaptable. Whether it’s a step-by-step guide, short video, or interactive module, the resource must be something teachers can use without feeling inept or anxious. My role isn’t to impress with complexity but to ease the process, so technology becomes less of a burden and more of a bridge to stronger learning experiences.
The TPACK framework isn’t a silver bullet, but it does offer a solid foundation for navigating the uncertainties of modern education. It reminds us that for technology to truly serve learners, it must be supported by pedagogy, guided by content, and shaped by context.
References:
Here are the references rearranged in alphabetical order:
Arcueno, G. G., Arga, H. A., Manalili, T. A. C., & Garcia, J. A. S. (2021). Technological Pedagogical Content Knowledge (TPACK) and Emergency Remote Teaching (ERT): Understanding teacher decisions and challenges with integrating technology in planning lessons and instruction. DLSU Research Congress 2021, De La Salle University, Manila, Philippines, July 7-9, 2021. https://www.dlsu.edu.ph/wp-content/uploads/pdf/conferences/research-congress-proceedings/2021/LLI-16.pdf
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Pelila, J. R. O., Bag-ongan, Q. F. L., Talania, J. L. P., & Wakat, G. S. (2022). Factors and barriers influencing technology integration in the classroom. Journal of Language Education and Educational Technology, 7(1). e-ISSN: 2502-3306.
Rosales, L. K. G. (2021). Technology integration: Implications for teachers’ professional development. The Southeast Asian Conference on Education 2021 Official Conference Proceedings. Ateneo de Manila University, Philippines. https://papers.iafor.org/wp-content/uploads/papers/seace2021/SEACE2021_59677.pdf
Viray, J. R. (2023). Assessing the integration of technological pedagogical content knowledge. Retrieved from https://www.researchgate.net/publication/374294956_Assessing_the_Integration_of_Technological_Pedagogical_Content_Knowledge
