Theoretical considerations for understanding technological pedagogical content knowledge (TPACK)

By Charles R. Graham. Comput. Educ., 2011

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The technological pedagogical content knowledge (TPACK) framework is increasing in use by educational technology researchers around the world who are interested in issues related to technology integration. Much that is good can be found in the TPACK framework; however considerable theoretical work needs to be done if TPACK research is to cohere and constructively strengthen the field of educational technology. This paper uses Whetten's (1989) criteria for theory building as a lens for examining the TPACK framework. Specific weaknesses are identified, which in turn suggest areas needing theoretical development. This paper calls for researchers to increase emphasis on using research findings to constructively build common definitions and understandings of the TPACK constructs and the boundaries between them.

Subfields: Education, Safety Research, Sociology and Political Science

View Paper: https://www.semanticscholar.org/paper/1852fa287ee8df2e9d63061a079f2cb2bbfb4623

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Citations in the corpus

The Technological Pedagogical Content Knowledge Framework (2014, background): “Research to date, however, has not identi ﬁ ed an ideal developmental sequence for developing TPACK in teachers, though many have raised the issue (Brush & Saye, 2009 ; Graham, 2011 ; Holmes, 2009 ; Niess, 2008 ) .”
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review (2015, methodology): “knowledge in the TPACK framework are indistinguishable and holistic (e.g., Angeli & Valanides, 2009; Graham, 2011).”