“Technology, Pedagogy, and Content Knowledge (TPACK) Stories”: Schools and School Districts Repurposing a Theoretical Construct for Technology Integration Professional Development

• In Event: Pedagogical Approaches to Teacher Professional Development on the Use of Technology

Abstract

TPACK (technology, pedagogy, and content knowledge; Koehler & Mishra, 2008): a theoretical construct that describes the knowledge that teachers need to teach effectively with digital tools and resources, has flourished in university-based teacher education programs and educational technology research, inspiring more than 600 separate publications to date (Authors, 2013). Its reach is international, and its growth since Mishra & Koehler shared the construct with the general teacher education and research communities in 2006 has been dramatic. During those same seven years, approximately 30 schools and school districts have voluntarily appropriated TPACK as a way to shape, frame and/or guide professional learning for their teachers. How has the TPACK construct been understood and used in these K-12 educational organizations, and why?

Authors

• Judith B. Harris, College of William and Mary

• Mark J. Hofer, College of William and Mary