Apply the TPACK framework to evaluate and design technology-integrated instruction at the intersection of technological, pedagogical, and content knowledge.
SkillScore91Maintained
Automatic
◆Tutoring & Education pack
Last verified 8/28/2026
What it changes
Passed 20 of 22 test cases with the skill, and 11 of 22 without it.
Without skill50%
With skill91%
Checks it passed that the model alone missed
Includes bullet item - Content goal:.
Includes bullet item - Technology role:.
Assessment table includes column header Gap.
and 10 more in the full report
9 fixed11 passed either way2 still failing0 broke
Pass-rate lift
+41 pp
Tokens
+25%
Agent turns
0%
Response time
-11%
Model gemini-3.6-flashMeasured 8/28/2026v120 of 22 cases passed with skill
Tokens, turns and time describe resource use, not a dollar price.
See it in action
One of 9 test cases the skill fixed. Same model, same prompt, with and without the skill.
1 of 9
Prompt
When an instructional coach decides whether to adopt virtual 3D molecule viewers in organic chemistry recitations, what central evaluative question must be asked regarding student capabilities?
What was checked, without and with the skill
Checked
Without skill
With skill
Asks what learning actions students can perform with technology that they could not do without it.
Missed
Passed
Demands that technology adoption be driven by pedagogical purpose rather than tool novelty.
Passed
Passed
case-13 · gemini-3.6-flash · 8/28/2026 · answers are capped and redacted
What's inside
The instructions your model reads when the skill loads.
SKILL.md87 lines3 files
TPACK Framework
Overview
TPACK (Technological Pedagogical Content Knowledge) describes the knowledge teachers need for effective technology integration. It identifies seven knowledge domains formed by the intersections of Technology (TK), Pedagogy (PK), and Content (CK) knowledge, arguing that effective integration requires understanding all three simultaneously.
When to Use
Trigger conditions:
Evaluating whether technology use in instruction is pedagogically sound
Designing teacher professional development for technology integration
Assessing gaps in educator knowledge domains
When NOT to use:
When classifying learning objectives by cognitive level (use Bloom's taxonomy)
When designing scaffolded learning experiences (use constructivism)
When evaluating information system quality (use IS Success Model)
Assumptions
IRON LAW: Effective Technology Integration Requires ALL THREE Knowledge Types
Technology without pedagogy or content is just a tool, not instruction.
The seven domains:
TK — Technology Knowledge (how tools work)
PK — Pedagogical Knowledge (how to teach)
CK — Content Knowledge (what to teach)
TPK — How technology enables pedagogical strategies
TCK — How technology represents content
PCK — How to teach specific content (Shulman)
TPACK — The intersection of ALL three: the sweet spot
Weakness in ANY domain degrades technology integration quality.
Methodology
Step 1: Map Knowledge Domains
Assess the current state of each knowledge domain (TK, PK, CK) and their intersections for the instructor or instructional context.