TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 2

Technological Pedagogical Content Knowledge (TPACK)

Introduction
Technology has revolutionized the learning environment. Educators are no
longer preparing students for the job market in the same way that it was done several
decades ago. At the center of all, this is the integration of technology in the learning
environment. Educators have realized that learners have diverse needs, and
differentiation is necessary to meet these diverse needs. The incorporation of
technology in lesson preparation and content delivery has made a huge difference. It
has enhanced the learning experience for learners as well as the content delivery
experience for most educators. The paper presents a lesson plan that includes the use
of technology in the classroom with the aim of ensuring that students’ learning
experiences are enhanced.
Components of the Lesson
The title of the lesson is ‘Vocabulary Pronunciation’; it is an English Class.
The students are in ninth grade. The class consists of twenty-four students; ten are
males, and fourteen are females. They are between fourteen and sixteen years of age.
Four races are represented in the classroom. There are six white students, five are of
Hispanic origin, four are Asian, and there are four students of African American
descent. The lesson plan also contains the lesson objective, which is, “Students will
be able to correctly pronounce a word and give its meaning with the use of a
dictionary, word glossaries, and thesauruses with 95 % accuracy”. The objective is

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measurable and clearly shows activities that learners will engage in and materials that
they will use to achieve the results.
Further, the lesson contains a Common Core State Standard, which is
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries,
thesauruses), both print and digital, to find the pronunciation of a word or determine
or clarify its precise meaning, its part of speech, or its etymology (Common Core
State Standards, 2020). It clearly shows the standard that will be taught and the
expected outcome. The NETS-T standard that will be met is, “Students use
technology to locate, evaluate, and collect information from a variety of sources”
(National Educational Technology Standards for Students (NETS-S), 2020). The
lesson plan demonstrates how students will use technology to achieve the set
objective.
I will teach students vocabulary pronunciation. I will show them some of the
materials at their disposal that they can use to check for the correct pronunciation of a
word. Also, I will demonstrate how different words are pronounced and how the
pronunciation changes when combined with different sounds. Using the course text
and other learning materials, namely a dictionary, thesaurus, and word glossaries,
students will learn how to pronounce English words. The students will be
incorporating technology and pronunciation software as they explore the lesson. They
will be able to use different materials to enhance their pronunciation skills. The
materials that will be used include the course text, dictionaries, and tablets. Lastly,

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 4

students will be assessed through strategic questioning. They will be asked to
pronounce different words. Students will also be given short written questions to
respond to, which will entail a list of words. They will be asked to check for their
correct pronunciation, and each will be given an opportunity to read the words loudly
in class.
Lesson Plan
Name and Grade Level:
Mr. Nicholas Tsikitas/ 9 th Grade English Class
Title:
Vocabulary Pronunciation
Common Core/ Essential Standard:
CCSS.ELA-LITERACY.L.9-10.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses),
both print and digital, to find the pronunciation of a word or determine or clarify its precise
meaning, its part of speech, or its etymology (Common Core State Standards, 2020).
NETS standard:
Students use technology to locate, evaluate, and collect information from a variety of sources
(National Educational Technology Standards for Students (NETS-S), 2020).
Content:
9 th -grade students will be attending an English Language Arts classroom where they will be
learning vocabulary pronunciation. Using the course text and other learning materials, namely
a dictionary, thesaurus, and word glossaries, students will learn how to pronounce English

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 5

words. The students will be incorporating technology and pronunciation software as they
explore the lesson. They will be able to use different materials to enhance their pronunciation
skills.
Lesson Objective:
Students will be able to correctly pronounce a word and give its meaning with the use of a
dictionary, word glossaries, and thesauruses with 95 % accuracy.

Pedagogy: the students will have various opportunities to interact with the content and learn.
First, students will work individually and complete tasks and activities assigned to them. They
will then work in groups and use materials and resources provided to them by the educator to
further the content. They will collaborate with each other and foster each other’s
understanding of the content. They will engage each other actively in completing worksheets
and responding to oral questions asked during the lesson. The assignments will help learners
gauge and evaluate their level of understanding. They will receive customized feedback to
help them improve their rate of understanding.
Assessment Plan:
Assessments will be used during the lesson. The strategic questioning technique will be used
throughout the lesson. Students will respond to higher-order questioning, some of which will
begin with the word “how.” For example, students will be asked, “how is the word
‘acquittance’ pronounced”? The word will be posted on the whiteboard. Also, students will be
given task cards and asked to use materials provided to them to check out how the words
contained in the task cards are pronounced. They will have the opportunity to work in groups.
They will also use pronunciation apps to get the correct pronunciation of the words.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 6

Technology for Learner being Used:
Sounds of Speech app
The pronunciation app
Tablets
Audacity (A sound recording app)
Google Docs

Technology for Teacher being Used:
Sounds of Speech app
Google app
Socrative
whiteboard

What 21 st Century Skills are Students Using?
Collaboration
At some point during the lesson, students will be working in teams to complete assigned tasks.
They will be collaborating with their peers. The effectiveness of each group will depend on
each member’s ability to work together and play their part within the group. In so doing,
students will enhance their collaboration skills.
Technology literacy
Students will be using various technology tools. Some of these include Google docs,
pronunciation apps, sounds of speech app, audacity, and tablets. They will practice how to use
these tools. Their technology literacy will be enhanced throughout the lesson.
Communication
The objective of the lesson is to enable students to pronounce words correctly. Correct
pronunciation plays a central role in communication. For effective communication to take
place, the parties involved need to pronounce words correctly. As such, throughout the lesson,
students will be working towards improving their communication. They will practice how to
pronounce words and how to learn effective pronunciation using pronunciation apps and other

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 7

materials such as a dictionary.
Flexibility
Students will be interacting with different materials. They will demonstrate their flexibility as
they undertake different activities throughout the lesson.
Materials:
Computer, pronunciation apps, the internet, tablets, dictionaries, word glossaries, thesaurus,
course text.
Engagement:
I will introduce the unit by explaining the importance of accurately pronouncing words when
communicating. I will ask students various questions about their experiences in the past when
they experienced a communication breakdown because the other party wrongly pronounced
certain keywords in their statements. From their examples, I will let them know that there are
tools and materials that enhance one’s pronunciation skills. Pronunciation is, however, a skill
that has to be improved over time. I will then demonstrate to the students how to use the
Sound speech app, the pronunciation app, the dictionary, and other materials that will be at
their disposal to learn how to accurately pronounce a word. Students will then be directed to
carry out tasks independently and within their groups to foster their understanding of the
content.
Lesson: (Teacher Input, Guided, Independent Activities)
The lesson will primarily be facilitated by the educator. I will assist students in how to use
technological tools and other learning materials to foster their pronunciation skills. Students
will receive tailored instruction and assistance whenever they encounter challenges in carrying
out assigned tasks. Students will work independently and in groups for the most part of the

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 8

lesson. The lesson will be learner-centered. Tasks will be adjusted accordingly to
accommodate different performance abilities.
Modifications:
Different learning materials will accommodate different learning styles and needs among
learners. The apps will come in handy for auditory learners. Visual learners will have the
dictionary, thesaurus, and word glossaries. Assigned tasks will be highly adaptable, and
students will have the option of completing tasks individually or within their groups.
Pedagogical Content Knowledge:
Pedagogical Content Knowledge (PCK) plays a critical role in the delivery of instructions in
the learning environment. PCK involves the competence of the educator in the learning and
teaching process to deliver the rational understanding, conceptual approach, and adaptive
reasoning of the content being taught (Koehler et al., 2014). PCK entails transforming the
subject matter into instruction. It occurs as the educator interprets the subject matter,
represents it in multiple ways to the learners, adapts, and tailors instructional materials to the
level and abilities of students. Differentiated instructional strategies will be incorporated for
learners to best understand the subject matter. First, I will use direct instruction to explain to
the learners how to use materials at their disposal to learn pronunciation. Collaborative
learning will be used as students work in groups. They will use the materials provided to them
to pronounce different words that will have been provided to them.
Technological Content Knowledge:
Students will use sound speech app and pronunciation app to practice and earn correct word
pronunciation. They will also use the audacity app to record themselves as they pronounce.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE 9

The app will help them with practice specifically during as well as after the lesson. The CCSS
states that students will “consult general and specialized reference materials (e.g., dictionaries,
glossaries, thesauruses), both print and digital, to find the pronunciation of a word.” These
tools will help them find the pronunciation of different words that will have been provided to
them.
Technological Pedagogical Knowledge (TPK):
TPK entails an understanding that the use of certain technologies during instruction can
change how instruction and learning take place (TPACK). For this particular lesson, the tablet
and whiteboard will come in handy when practicing pronunciation. Students will have access
to the two apps using their tablets. They will also use the same devices to record themselves
using the audacity app. The instructor will use the whiteboard and the Socrative interactive
app to get student responses in real-time. Words will also be posted on the whiteboard for
learners to practice their correct pronunciation.

Integration of Technological Pedagogical Content Knowledge (TPACK) in the
Lesson
The lesson plan integrates PCK, TPK, and TCK to fully address TPACK in
the creation of a lesson that is engaging to the learners. The above lesson plan
incorporates all the elements in the TPACK framework. First, I have demonstrated
the understanding that students learn in divergent ways. As such, the lesson plan
includes differentiated instructional strategies that will be used to deliver content to
the students. Some of these strategies include direct instruction. The strategy will

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
10
work best for auditory learners as they will understand the content more when they
hear it. Also, collaborative learning has been included to take care of those students
who learn best when working together with their peers. Thus, the lesson plan clearly
depicts how the PCK component of the TPACK framework will be demonstrated in
the lesson. Students will interact with a variety of content materials such as the course
text, dictionaries, and other technological tools.
The TCK has been integrated into the lesson plan. A wide variety of digital
tools have been leveraged, and their essence in ensuring the students are well engaged
depicted. Technology is used in different ways. For instance, students access the
course text through their tablets. Also, they use their tablets to access the sound
speech app and the pronunciation app to practice correct pronunciation. By 9 th grade,
most students know how to use the internet to access online materials. Those who
will encounter difficulties will receive tailored instruction to help them access the
different apps. Also, using the Socrative interactive, students will submit their
responses for review. They will also use the audacity app for further practice. Further,
the lesson plan integrates the TPK component of the TPACK framework. The
instructor has carefully chosen technological tools that will specifically help in the
delivery of vocabulary pronunciation, which is the subject matter. Since it is a
pronunciation lesson, pronunciation apps, recording apps, and dictionaries have been
selected for use during the lesson. The choice of these tools to be used during the
delivery of the subject matter demonstrates that the teacher understands the role
played by technology in the delivery of specific subject matter. Not all technological

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11

tools can be used in all lessons. As such, an instructor has a role in selecting only
tools that match the content being delivered.
Technology in the 21 st century has changed how learning and instruction take
place. Different people from across the world have different pronunciations for
different words. Mostly, a person’s culture and accent affect their pronunciation.
Using technology, students can compare how different people from different parts of
the world pronounce words. 21 st technological advancements have made it possible to
access a wide variety of information. I will provide students with useful links to
online articles and videos for them to see how culture affects pronunciation. Although
that is not an excuse for wrong pronunciation, students will understand some of the
reasons they struggle with pronouncing certain words. They will then use the two
apps provided to them to practice correct pronunciation and improve their
communication skills.
Critical thinking is an essential skill for learners. It ensures that they interact
with content material in a variety of ways and are able to decipher meaning from
materials provided to them. Students will be interacting with different instructional
strategies, materials, and technological tools; as such, it is for each individual learner
to know what method, strategy, and tool work best for them. They then use that to
learn and enhance their experience in the learning environment. Through the various
components of the TPACK framework, learners have the opportunity to interact with
content material in diverse ways. It makes it easy for learners to gain expertise in the

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12

subject matter. The lesson plan shows how each component of the TPACK
framework has been captured in the lesson, and how each will function to enhance
content area expertise.

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References

Common Core State Standards. (2020). English Language Arts Standards »
Language » Grade 9-10 | Common Core State Standards Initiative.
Corestandards.org. Retrieved 6 August 2020, from
http://www.corestandards.org/ELA-Literacy/L/9-10/#CCSS.ELA-
Literacy.L.9-10.2.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The
technological pedagogical content knowledge framework. In Handbook of
research on educational communications and technology (pp. 101-111).
Springer, New York, NY.
National Educational Technology Standards for Students (NETS-S). (2020). ISTE
National Educational Technology Standards adopted by the Oklahoma State
Department of Education. Kelloggllc.com. Retrieved 31 August 2020, from
https://www.kelloggllc.com/tpc/nets.pdf.
TPACK (Links to an external site.) (http://www.tpack.org)