The TPACK framework in the Handbook of Ed Comm & Tech (4th Ed.)

Hot off the press: The Handbook of Research on Educational Communications and Technology, edited by Spector, Merrill, Elen & Bishop. And we have a chapter in it… Complete reference and abstract below: 


Koehler, M. J., Mishra, P., Kereluik, K., Shin, T.S., & Graham, C. (2013). The Technological Pedagogical Content Knowledge Framework. in M. J. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.)  Handbook of Research on Educational Communications and Technology. Fourth Edition. Springer, NY. p. 101-111. 

Abstract: In this chapter, we introduce a framework, called technological pedagogical content knowledge (or TPACK for short), that describes the kinds of knowledge needed by a teacher for effective technology integration. The TPACK framework emphasizes how the connections among teachers’ understanding of content, pedagogy, and technology interact with one another to produce effective teaching. Even as a relatively new framework, the TPACK framework has signi fi cantly in fl uenced theory, research, and practice in teacher education and teacher professional development. In this chapter, we describe the theoretical underpinnings of the framework, and explain the relationship between TPACK and related constructs in the educational technology literature. We outline the various approaches teacher educators have used to develop TPACK in pre- and in-service teachers, and the theoretical and practical issues that these professional development efforts have illuminated. We then review the widely varying approaches to measuring TPACK, with an emphasis on the interaction between form and function of the assessment, and resulting reliability and validity outcomes for the various approaches. We conclude with a summary of the key theoretical, pedagogical, and methodological issues related to TPACK, and suggest future directions for researchers, practitioners, and teacher educators.


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