Technological Pedagogical Content Knowledge in the literature: how TPCK is defined and implemented in initial teacher education
Article Sidebar
Published
Apr 6, 2018
Main Article Content
Abstract
In recent decades, there has been increasing research interest in teachers’ competences
regarding the growing role of technologies in educational practices. These competences are grounded on a clear base of technological knowledge, along with the recognized dimensions of a broad pedagogical expertise and deep knowledge of the content. This paper analyses the most significant international literature on the topic, reporting the theoretical discussion about teachers’ knowledge as described by the Technological Pedagogical Content Knowledge framework (TPCK – Koehler & Mishra, 2005a) based on Shulman’s (1986, 1987) PCK. This framework will be analysed in its definition and main components, as well as in the different interpretations given by researchers in recent years. Finally, some of the main strategies documented in the literature to develop this type of teacher knowledge in pre-service education will be presented.
Article Details
Section
Articles - Special Issue
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access)
References
Abbitt, J. T. (2011). An investigation of the relationship between self-efficacy beliefs about technology integration and technological pedagogical content knowledge (TPACK) among preservice teachers. Journal of Digital Learning in Teacher Education, 27(4), 134–143. doi: 10.1080/21532974.2011.10784670
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100. doi: 10.1016/j.compedu.2010.08.017
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional system design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning 21(4), 292-302. doi: 10.1111/j.1365- 2729.2005.00135.x
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development and assessment of ICT_TPCK: Advances in Technological Pedagogical Content Knowledge. Computers & Education, 52(1), 154-168. doi: 10.1016/j.compedu.2008.07.006
Angeli, C., & Valanides, N. (2013). Technology mapping: an approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. doi: 10.2190/EC.48.2.e
Angeli, C., & Valanides, N. (Eds.) (2015). Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK. New York, NY: Springer.
Angeli, C., Valanides, N, & Christodoulou, A. (2016). Theoretical considerations and alternative conceptualizations of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 11-32). London, UK: Routledge.
Archambault, L. (2016). Exploring the use of qualitative methods to examine TPACK. In M. C. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 65-86). London, UK: Routledge.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. doi: 10.1016/j. compedu.2010.07.009
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47-63. doi: 10.14742/ajet.2551
Ben-Peretz, M. (2011). Teacher knowledge: what is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27(1), 3-9. doi: 10.1016/j.tate.2010.07.015
Benton-Borghi, B. H. (2015). Intersection and impact of universal design for learning (UDL) and technological, pedagogical, and content knowledge (TPACK) on twenty-first century teacher preparation: UDL-infused TPACK practitioner’s model. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 287-304). New York, NY: Springer.
Britten, J. S., & Cassady, J. C. (2005). The technology integration assessment instrument: Understanding planned use of technology by classroom teachers. Computers in the Schools, 22(3), 49-61. doi: 10.1300/ J025v22n03_05
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 87-106). London, UK: Routledge.
Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578–588. doi: 10.1016/j.tate.2011.12.005
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Published dissertation. Provo, UT: Birmingham Young University.
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. doi: 10.1007/ s11528-009-0327-1
De Rossi (2015). Saperi pedagogico-metodologico-didattici. In L. Messina & M. De Rossi (Eds.), Tecnologie, formazione e didattica (pp. 117-148). Roma, IT: Carocci.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). Geothentic: designing and assessing with technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316–336.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi: 10.1007/ BF02504683
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255– 284. doi: 10.1080/15391523.2010.10782551
Figg, C, & Jaipal, K. (2012). TPACK-in-Practice: Developing 21st century teacher knowledge. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4683-4689). Chesapeake, VA: AACE.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1956. doi: 10.1016/j.compedu.2011.04.010
Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Digital Learning in Teacher Education, 26(4), 132-139. doi: 10.1080/10402454.2010.10784646
Hammond, T. C., & Manfra, M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160-185.
Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In C.D. Maddux, D. Gibson & B. Dodge (Eds.), Research highlights in technology and teacher education 2010 (pp. 323-331). Chesapeake, VA: Society for information Technology in Teacher Education.
Harris, J. B., & Hofer, M. J. (2009). Instructional planning activity-types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education (pp. 99-108). Chesapeake, VA: Society for Information Technology.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning.
Journal of Research on Technology in Education, 43(3), 211-229. doi: 10.1080/15391523.2011.10782570
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. doi: 10.1080/15391523.2009.10782536
Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition. London, UK: Routledge.
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of pre-service teachers in a secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106. doi: 10.1080/15391523.2012.10782598
Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479. doi: 10.2190/EC.49.4.c
Jaipal, K., & Figg, C. (2010). Expanding the practice-based taxonomy of characteristics of TPACK. In C. Crawford et al. (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 3868-3875). Chesapeake, VA: AACE.
Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK – in – Practice: Designing content- centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 137-163). New York, NY: Springer.
Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338. doi: 10.1016/j.compedu.2012.02.003
Jimoyannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259–1269. doi: 10.1016/j.compedu.2010.05.022
Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education & Technology, 20(3), 215-232. doi: 10.1007/s10956-010-9247-2
Koehler, M. J., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-101. doi: 10.1080/10402454.2005.10784518
Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
Koh, J. H. L. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. doi: 10.14742/ajet.228
Koh, J. H. L, & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222- 232. doi: 10.1016/j.compedu.2013.08.017
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. doi: 10.2190/EC.44.1.c
Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. doi: 10.1016/j.learninstruc.2009.05.003
Kramarski, B., & Michalsky, T. (2015). Effect of a TPACK-SRL model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design. In C. Angeli, & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 89-112). New York, NY: Springer.
Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. doi: 10.1016/j.compedu.2011.12.010
Krauskopf, K., Zahn, C., & Hesse, F. W. (2015). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp.41-61). New York, NY: Springer.
Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. doi: 10.1007/s11251-008-9075-4
Messina, L. (2015), Integrare i saperi di base. In L. Messina & M. De Rossi (Eds.), Tecnologie, formazione e didattica (pp. 187-216). Roma, IT: Carocci.
Messina, L., & De Rossi, M. (2015) Tecnologie, formazione e didattica. Roma, IT: Carocci.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x
Mishra, P., Peruski, L., & Koehler, M. (2007). Developing technological pedagogical content knowledge (TPCK) through teaching online. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2208-2213). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Mouza, C. (2016). Developing and assessing TPACK among pre-service teachers: A synthesis of research. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 169-190). London, UK: Routledge.
Mouza, C., & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2), 127-152. doi: 10.2190/EC.48.2.b
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206–221. doi: 10.1016/j. compedu.2013.09.020
Mouza, C., Nabdakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2015). A longitudinal investigation of pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of a teacher preparation program. Paper presented at the Annual Meeting of
the American Educational Research Association (pp. 153-171). Chicago, IL, April. doi: 10.1080/01626620.2016.1248301
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi: 10.1016/j.tate.2005.03.006
Niess, M. L. (2015). Transforming teachers’ knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 19-37). New York, NY: Springer.
Ozgün-Koca, S. A. (2009). The views of pre-service teachers about the strengths and limitations of the use of graphing calculators in mathematics instruction. Journal of Technology and Teacher Education, 17(2), 203-227.
Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the Use of ICT in Education: Psychometric Properties of the Survey of Factors Affecting Teachers Teaching with Technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi: 10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Paradigms and research programs for the study of teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.) (pp. 3-36). New York, NY: Macmillan.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi: 10.17763/haer.57.1.j463w79r56455411
Starkey, L. (2010). Teachers’ pedagogical reasoning and action in the digital age. Teachers and Teaching, 16(2), 233-244. doi: 10.1080/13540600903478433
Terpstra, M. (2015). TPACKtivity: An activity – theory lens for examining TPACK development. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 63-88). New York, NY: Springer.
Thompson, A. D. (2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. doi: 10.1080/10402454.2007.10784583
Tondeur, J., Roblin, P. N., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take off? Technology, Pedagogy and Education, 26(2), 157-177. doi: 10.1080/1475939X.2016.1193556
Tondeur, J., van Braak, J., Sang, G., Voogt, K., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers
& Education, 59 (1), 134-144. doi: 10.1016/j.compedu.2011.10.009
Verloop, N., Van Driel, J. H., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461. doi: 10.1016/S0883- 0355(02)00003-4
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer-Assisted Learning, 29(2), 109-121. doi: 10.1111/j.1365-2729.2012.00487.x
Voogt, J, Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 33-52).
London, UK: Routledge.
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. doi: 10.1080/1475939X.2016.1174730
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(3), 411-419. doi: 10.1080/14703290802377307
Wang, Q. (2009). Guiding teachers in the process of ICT integration. Analysis of three conceptual models. Educational Technology, 49(5), 23-27.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13(2), 235-286. doi: 10.1080/14759390400200183
Williams, M. K., Foulger, T., & Wetzel, K. (2010). Aspiring to reach 21st century ideals: Teacher educators’ experiences in developing their TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3960- 3967). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Yeh, Y. F., Hsu, Y. –S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge – Practical (TPACK-Practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722. doi: 10.1111/bjet.12078
Yilmaz-Ozden, S., Mouza, C. & Harlow Shinas, V. (2016). Teaching knowledge with curriculum based technology: Development of a survey instrument for pre-service teachers. Journal of Technology and Teacher Education, 24(4), 471-499.
Agyei, D. D., & Voogt, J. M. (2011). Exploring the potential of the will, skill, tool model in Ghana: predicting prospective and practicing teachers’ use of technology. Computers & Education, 56(1), 91-100. doi: 10.1016/j.compedu.2010.08.017
Angeli, C., & Valanides, N. (2005). Preservice elementary teachers as information and communication technology designers: An instructional system design model based on an expanded view of pedagogical content knowledge. Journal of Computer Assisted Learning 21(4), 292-302. doi: 10.1111/j.1365- 2729.2005.00135.x
Angeli, C., & Valanides, N. (2009). Epistemological and methodological issues for the conceptualization, development and assessment of ICT_TPCK: Advances in Technological Pedagogical Content Knowledge. Computers & Education, 52(1), 154-168. doi: 10.1016/j.compedu.2008.07.006
Angeli, C., & Valanides, N. (2013). Technology mapping: an approach for developing technological pedagogical content knowledge. Journal of Educational Computing Research, 48(2), 199-221. doi: 10.2190/EC.48.2.e
Angeli, C., & Valanides, N. (Eds.) (2015). Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK. New York, NY: Springer.
Angeli, C., Valanides, N, & Christodoulou, A. (2016). Theoretical considerations and alternative conceptualizations of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 11-32). London, UK: Routledge.
Archambault, L. (2016). Exploring the use of qualitative methods to examine TPACK. In M. C. Herring, M. J. Koehler & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 65-86). London, UK: Routledge.
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: exploring the TPACK framework. Computers & Education, 55(4), 1656-1662. doi: 10.1016/j. compedu.2010.07.009
Baran, E., & Uygun, E. (2016). Putting technological, pedagogical, and content knowledge (TPACK) in action: An integrated TPACK-design-based learning (DBL) approach. Australasian Journal of Educational Technology, 32(2), 47-63. doi: 10.14742/ajet.2551
Ben-Peretz, M. (2011). Teacher knowledge: what is it? How do we uncover it? What are its implications for schooling? Teaching and Teacher Education, 27(1), 3-9. doi: 10.1016/j.tate.2010.07.015
Benton-Borghi, B. H. (2015). Intersection and impact of universal design for learning (UDL) and technological, pedagogical, and content knowledge (TPACK) on twenty-first century teacher preparation: UDL-infused TPACK practitioner’s model. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 287-304). New York, NY: Springer.
Britten, J. S., & Cassady, J. C. (2005). The technology integration assessment instrument: Understanding planned use of technology by classroom teachers. Computers in the Schools, 22(3), 49-61. doi: 10.1300/ J025v22n03_05
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2010). Facilitating preservice teachers’ development of Technological, Pedagogical, and Content Knowledge (TPACK). Educational Technology & Society, 13(4), 63–73.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31-51.
Chai, C. S., Koh, J. H. L., & Tsai, C. C. (2016). A review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK). In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 87-106). London, UK: Routledge.
Chien, Y. T., Chang, C. Y., Yeh, T. K., & Chang, K. E. (2012). Engaging pre-service science teachers to act as active designers of technology integration: A MAGDAIRE framework. Teaching and Teacher Education, 28(4), 578–588. doi: 10.1016/j.tate.2011.12.005
Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Published dissertation. Provo, UT: Birmingham Young University.
Cox, S., & Graham, C. R. (2009). Diagramming TPACK in practice: Using an elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53(5), 60-69. doi: 10.1007/ s11528-009-0327-1
De Rossi (2015). Saperi pedagogico-metodologico-didattici. In L. Messina & M. De Rossi (Eds.), Tecnologie, formazione e didattica (pp. 117-148). Roma, IT: Carocci.
Doering, A., Scharber, C., Miller, C., & Veletsianos, G. (2009). Geothentic: designing and assessing with technological pedagogical content knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316–336.
Ertmer, P. A. (2005). Teacher pedagogical beliefs: The final frontier in our quest for technology integration? Educational Technology Research and Development, 53(4), 25–39. doi: 10.1007/ BF02504683
Ertmer, P. A., & Ottenbreit-Leftwich, A. T. (2010). Teacher technology change: How knowledge, confidence, beliefs, and culture intersect. Journal of Research on Technology in Education, 42(3), 255– 284. doi: 10.1080/15391523.2010.10782551
Figg, C, & Jaipal, K. (2012). TPACK-in-Practice: Developing 21st century teacher knowledge. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 4683-4689). Chesapeake, VA: AACE.
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical content knowledge (TPACK). Computers & Education, 57(3), 1953-1956. doi: 10.1016/j.compedu.2011.04.010
Guerrero, S. (2010). Technological pedagogical content knowledge in the mathematics classroom. Journal of Digital Learning in Teacher Education, 26(4), 132-139. doi: 10.1080/10402454.2010.10784646
Hammond, T. C., & Manfra, M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education, 9(2), 160-185.
Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment rubric. In C.D. Maddux, D. Gibson & B. Dodge (Eds.), Research highlights in technology and teacher education 2010 (pp. 323-331). Chesapeake, VA: Society for information Technology in Teacher Education.
Harris, J. B., & Hofer, M. J. (2009). Instructional planning activity-types as vehicles for curriculum-based TPACK development. In C. D. Maddux (Ed.), Research highlights in technology and teacher education (pp. 99-108). Chesapeake, VA: Society for Information Technology.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning.
Journal of Research on Technology in Education, 43(3), 211-229. doi: 10.1080/15391523.2011.10782570
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416. doi: 10.1080/15391523.2009.10782536
Herring, M. C., Koehler, M. J., & Mishra, P. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition. London, UK: Routledge.
Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of pre-service teachers in a secondary M.A.Ed. Program. Journal of Research on Technology in Education, 45(1), 83-106. doi: 10.1080/15391523.2012.10782598
Hsu, C. Y., Liang, J. C., Chai, C. S., & Tsai, C. C. (2013). Exploring preschool teachers’ technological pedagogical content knowledge of educational games. Journal of Educational Computing Research, 49(4), 461-479. doi: 10.2190/EC.49.4.c
Jaipal, K., & Figg, C. (2010). Expanding the practice-based taxonomy of characteristics of TPACK. In C. Crawford et al. (Eds.), Proceedings of society for information technology & teacher education international conference (pp. 3868-3875). Chesapeake, VA: AACE.
Jaipal-Jamani, K., & Figg, C. (2015). The framework of TPACK – in – Practice: Designing content- centric technology professional learning contexts to develop teacher knowledge of technology-enhanced teaching (TPACK). In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 137-163). New York, NY: Springer.
Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2), 327-338. doi: 10.1016/j.compedu.2012.02.003
Jimoyannis, A. (2010). Designing and implementing an integrated technological pedagogical science knowledge framework for science teachers’ professional development. Computers & Education, 55(3), 1259–1269. doi: 10.1016/j.compedu.2010.05.022
Khan, S. (2011). New pedagogies on teaching science with computer simulations. Journal of Science Education & Technology, 20(3), 215-232. doi: 10.1007/s10956-010-9247-2
Koehler, M. J., & Mishra, P. (2005a). Teachers learning technology by design. Journal of Computing in Teacher Education, 21(3), 94-101. doi: 10.1080/10402454.2005.10784518
Koehler, M. J., & Mishra, P. (2005b). What happens when teachers design educational technology? The development technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
Koh, J. H. L. (2013). A rubric for assessing teachers’ lesson activities with respect to TPACK for meaningful learning with ICT. Australasian Journal of Educational Technology, 29(6), 887-900. doi: 10.14742/ajet.228
Koh, J. H. L, & Chai, C. S. (2014). Teacher clusters and their perceptions of technological pedagogical content knowledge (TPACK) development through ICT lesson design. Computers & Education, 70, 222- 232. doi: 10.1016/j.compedu.2013.08.017
Koh, J. H. L., & Divaharan, S. (2011). Developing pre-service teachers’ technology integration expertise through the TPACK-developing instructional model. Journal of Educational Computing Research, 44(1), 35-58. doi: 10.2190/EC.44.1.c
Kramarski, B., & Michalsky, T. (2010). Preparing preservice teachers for self-regulated learning in the context of technological pedagogical content knowledge. Learning and Instruction, 20(5), 434-447. doi: 10.1016/j.learninstruc.2009.05.003
Kramarski, B., & Michalsky, T. (2015). Effect of a TPACK-SRL model on teachers’ pedagogical beliefs, self-efficacy, and technology-based lesson design. In C. Angeli, & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 89-112). New York, NY: Springer.
Krauskopf, K., Zahn, C., & Hesse, F. W. (2012). Leveraging the affordances of YouTube: The role of pedagogical knowledge and mental models of technology functions for lesson planning with technology. Computers & Education, 58(4), 1194-1206. doi: 10.1016/j.compedu.2011.12.010
Krauskopf, K., Zahn, C., & Hesse, F. W. (2015). Cognitive processes underlying TPCK: Mental models, cognitive transformation, and meta-conceptual awareness. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp.41-61). New York, NY: Springer.
Lee, M. H., & Tsai, C. C. (2010). Exploring teachers’ perceived self-efficacy and technological pedagogical content knowledge with respect to educational use of the World Wide Web. Instructional Science, 38(1), 1-21. doi: 10.1007/s11251-008-9075-4
Messina, L. (2015), Integrare i saperi di base. In L. Messina & M. De Rossi (Eds.), Tecnologie, formazione e didattica (pp. 187-216). Roma, IT: Carocci.
Messina, L., & De Rossi, M. (2015) Tecnologie, formazione e didattica. Roma, IT: Carocci.
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x
Mishra, P., Peruski, L., & Koehler, M. (2007). Developing technological pedagogical content knowledge (TPCK) through teaching online. In R. Carlsen et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2007 (pp. 2208-2213). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Mouza, C. (2016). Developing and assessing TPACK among pre-service teachers: A synthesis of research. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 169-190). London, UK: Routledge.
Mouza, C., & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2), 127-152. doi: 10.2190/EC.48.2.b
Mouza, C., Karchmer-Klein, R., Nandakumar, R., Yilmaz Ozden, S., & Hu, L. (2014). Investigating the impact of an integrated approach to the development of preservice teachers’ technological pedagogical content knowledge (TPACK). Computers & Education, 71, 206–221. doi: 10.1016/j. compedu.2013.09.020
Mouza, C., Nabdakumar, R., Yilmaz Ozden, S., & Karchmer-Klein, R. (2015). A longitudinal investigation of pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of a teacher preparation program. Paper presented at the Annual Meeting of
the American Educational Research Association (pp. 153-171). Chicago, IL, April. doi: 10.1080/01626620.2016.1248301
Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21(5), 509-523. doi: 10.1016/j.tate.2005.03.006
Niess, M. L. (2015). Transforming teachers’ knowledge: Learning trajectories for advancing teacher education for teaching with technology. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 19-37). New York, NY: Springer.
Ozgün-Koca, S. A. (2009). The views of pre-service teachers about the strengths and limitations of the use of graphing calculators in mathematics instruction. Journal of Technology and Teacher Education, 17(2), 203-227.
Papanastasiou, E. C., & Angeli, C. (2008). Evaluating the Use of ICT in Education: Psychometric Properties of the Survey of Factors Affecting Teachers Teaching with Technology (SFA-T3). Educational Technology & Society, 11(1), 69-86.
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK) the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149. doi: 10.1080/15391523.2009.10782544
Shulman, L. S. (1986). Paradigms and research programs for the study of teaching. In M. C. Wittrock (Ed.), Handbook of Research on Teaching (3rd ed.) (pp. 3-36). New York, NY: Macmillan.
Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-23. doi: 10.17763/haer.57.1.j463w79r56455411
Starkey, L. (2010). Teachers’ pedagogical reasoning and action in the digital age. Teachers and Teaching, 16(2), 233-244. doi: 10.1080/13540600903478433
Terpstra, M. (2015). TPACKtivity: An activity – theory lens for examining TPACK development. In C. Angeli & N. Valanides (Eds.), Technological pedagogical content knowledge. Exploring, developing, and assessing TPCK (pp. 63-88). New York, NY: Springer.
Thompson, A. D. (2008). Breaking news: TPCK becomes TPACK! Journal of Computing in Teacher Education, 24(2), 38-64. doi: 10.1080/10402454.2007.10784583
Tondeur, J., Roblin, P. N., van Braak, J., Voogt, J., & Prestridge, S. (2016). Preparing beginning teachers for technology integration in education: Ready for take off? Technology, Pedagogy and Education, 26(2), 157-177. doi: 10.1080/1475939X.2016.1193556
Tondeur, J., van Braak, J., Sang, G., Voogt, K., Fisser, P., & Ottenbreit-Leftwich, A. (2012). Preparing pre-service teachers to integrate technology in education: A synthesis of qualitative evidence. Computers
& Education, 59 (1), 134-144. doi: 10.1016/j.compedu.2011.10.009
Verloop, N., Van Driel, J. H., & Meijer, P. C. (2001). Teacher knowledge and the knowledge base of teaching. International Journal of Educational Research, 35(5), 441-461. doi: 10.1016/S0883- 0355(02)00003-4
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer-Assisted Learning, 29(2), 109-121. doi: 10.1111/j.1365-2729.2012.00487.x
Voogt, J, Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, 2nd Edition (pp. 33-52).
London, UK: Routledge.
Voogt, J., & McKenney, S. (2017). TPACK in teacher education: Are we preparing teachers to use technology for early literacy? Technology, Pedagogy and Education, 26(1), 69-83. doi: 10.1080/1475939X.2016.1174730
Wang, Q. (2008). A generic model for guiding the integration of ICT into teaching and learning. Innovations in Education and Teaching International, 45(3), 411-419. doi: 10.1080/14703290802377307
Wang, Q. (2009). Guiding teachers in the process of ICT integration. Analysis of three conceptual models. Educational Technology, 49(5), 23-27.
Webb, M., & Cox, M. (2004). A review of pedagogy related to information and communication technology. Technology, Pedagogy and Education, 13(2), 235-286. doi: 10.1080/14759390400200183
Williams, M. K., Foulger, T., & Wetzel, K. (2010). Aspiring to reach 21st century ideals: Teacher educators’ experiences in developing their TPACK. In D. Gibson & B. Dodge (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2010 (pp. 3960- 3967). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).
Yeh, Y. F., Hsu, Y. –S., Wu, H.-K., Hwang, F.-K., & Lin, T.-C. (2014). Developing and validating technological pedagogical content knowledge – Practical (TPACK-Practical) through the Delphi survey technique. British Journal of Educational Technology, 45(4), 707-722. doi: 10.1111/bjet.12078
Yilmaz-Ozden, S., Mouza, C. & Harlow Shinas, V. (2016). Teaching knowledge with curriculum based technology: Development of a survey instrument for pre-service teachers. Journal of Technology and Teacher Education, 24(4), 471-499.