UNESCO Framework, TPACK, and Technology Integration Framework from Florida- Teachers in Pakistan

TPACK framework helps teachers to learn the relationship between content, technology and pedagogy. TPACK is how teachers use technology tool to deliver content in their classrooms and how these elements are connected with each other and common knowledge of these three make TPACK. As we discussed this framework in class, it focuses on teachers to be competent in technology, pedagogy and content knowledge so that they can promote a learning environment in classrooms. 

While UNESCO frame focuses on all aspects of a teacher’s work. It explains that a teacher should be aware of policies, curriculum, pedagogy (How, when or when not to use technology), technology knowledge (hardware/software) and classroom management. This framework is designed to enable students to use technology to learn more efficiently, acquire deep knowledge to apply it to real-life problems, social and collaborative skills.  

Technology Integration Matrix (TIM), developed by Florida Centre for Instructional Technology (FCIT), has a description of the use of technology to enhance learning. This framework contains five characteristics of meaningful learning environments: active, collaboration, constructive, authentic and goal-directed. These aspects of learning environments are associated with technology integration: entry, adoption, adaptation, infusion and transformation. It is designed to assists schools, districts and states to evaluate the level of technology in the classroom and to provide help to teachers that how technology can be used in a better way.

TIM can be used in the context of planning comprehensive technology, grant evaluation and program accountability. I personally like UNESCO framework because it emphasizes not only in classroom learning but also making students able to solve real-life problem-solving. After understanding these three frameworks, I think that these frameworks are very difficult to apply in Pakistan. Education System in Pakistan is not good enough because there are very few schools where technology is available. If technology is available then no one knows how to use technology. We can implement some parts of these frameworks but it is very difficult to fully implement in Pakistan. First of all, Teachers in schools of Pakistan should be trained how to use technology otherwise use of technology would become really dangerous as we have already discussed the pitfalls in previous lectures of Learning through Pedagogy and Technology. Teachers in Pakistan need pedagogy training before technology. UNESCO is offering online material to teachers that can be used in technology integration like Common Love Navigator’s Certificate (CCNC) that can be used for technology literacy, Commonwealth Certificate for Teacher ICT Integration (CCTI) that can be used for both technology literacy and UNESCO framework knowledge and Instructional Design Tool that assist in developing learning resources. I have read few pages of the CCTI in PDF form and it seems very helpful for a teacher. Teachers in Pakistan should use this material to be more competent in creating a learning environment in classrooms.