TPACK, while more comprehensive than SAMR, keeps focus on subject learning-related outcomes and is limited for broader teacher digital competence¶
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Evidence · 1 study · theoreticalr3·q1
Currency · newest study 2020 · not yet checked against its sources · not reviewed by a person
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q1 i? The article argues TPACK theorises blending of pedagogical, content and technological knowledge to enhance subject-discipline learning performance, limiting its usefulness for building broader-based teacher digital competence. → Garry Falloon 2020
Evidence¶
Garry Falloon 2020¶
Garry Falloon. (2020). From digital literacy to digital competence: the teacher digital competency (TDC) framework. Education Tech Research Dev. https://doi.org/10.1007/s11423-020-09767-4
q1 · i? · theoretical · r3
Literature-based evaluation of the TPACK model in the article's framework-review section. The author credits TPACK as a more comprehensive, holistic (non-hierarchical) model than SAMR, but argues its subject-learning focus limits it for an expanded view of digital competence.
"it theorises the relationship between, and blending of pedagogical, content and technological knowledge to enhance the learning performance of students in, and sometimes across, subject disciplines. While valuable for this purpose, TPACK in its original form is limited in its usefulness for building a broader-based conceptualisation of teacher digital competence."
Discussion¶
Related Claims¶
- SAMR describes levels of subject-based technology integration but omits pedagogical, technological and learning-design supports for transitioning between stages — related
- The article argues that teacher digital competencies must be reconceptualised beyond person-centric views towards holistic, ecological conceptualisations — related
- Netherlands case: design-based TPACK interventions improved student teachers' TPACK and were sustained, but scaling was delayed by leadership decision structures — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
tpack-subject-learning-focus-limit |
title |
TPACK, while more comprehensive than SAMR, keeps focus on subject learning-related outcomes and is limited for broader teacher digital competence |
description |
TPACK, while more comprehensive than SAMR, keeps focus on subject learning-related outcomes and is limited for broader teacher digital competence |
status |
review |
evidence_strength |
weak |
newest_evidence |
2020 |
generated |
by process:wiki-ingest on 2026-10-28 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — garry-falloon-2020 |
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