At first it is important to choose a starting point (one of the three knowledge areas). With a starting point, there are two possible routes one could follow. In our case we started with the technology (1), because this was demanded by the assignment. We looked at the advantages and problems with the technology and then decided on the prospective use. The next decision was about the technological content (2). We decided which content is suited to be taught within a social community. Then we came to the heart of the model, where we decided what pedagogy is adequate for teaching the technological content (3). Content that is not restricted by the technology and pedagogy that is not restricted by technological content does not contribute to the design.
The second possible route begins with the same starting point, but then takes the way via technological pedagogy to reach TPACK. The choice which route will be followed will affect the design.
Of course it is also important to consider the context. In the case that a teacher would have done the lesson design, the design process would have started with the context (0). Because the teacher is part of the context, he knows all about it. If the context is known, context factors will pose implications on the design.
The problem for an educational designer is that he is not part of the context. In some cases he will design for a specific context, but most times he only knows some general features about the context in advance. His design attempts thus have to be adaptable to different contexts. An implication is that designers have to think more in terms of reusable objects than in terms of ready-made lesson plans. A big problem when designing for an unknown context is for example that the designer is not accustomed with the prior knowledge and the interests of the students.
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