Keywords

educational technology, technology integration, theoretical models in education

Abstract

The introduction of the TPACK model by Mishra and Koehler (2006) has had a profound impact on the field of educational technology. It has inspired teachers, teacher educators, and educational technologists to reevaluate their knowledge and use of technology in the classroom. While Koehler, Mishra, and others have attempted to define and measure TPACK, the framework is not yet fully understood (Angeli & Valanides, 2009). Thus far, the explanations of technological pedagogical content knowledge and its associated constructs that have been provided are not clear enough for researchers to agree on what is and is not an example of each construct. Mishra and Koehler and others have provided definitions of TCK, TPK, and TPACK that articulate to some degree the centers of these constructs, however the boundaries between them are still quite fuzzy, thus making it difficult to categorize borderline cases. In order to help clarify these boundaries and facilitate study of TPACK in practice, this paper presents the key findings from a conceptual analysis of the TPACK framework.

Original Publication Citation

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.

Document Type

Peer-Reviewed Article

Publication Date

2009

Publisher

TechTrends

Language

English

College

David O. McKay School of Education

Department

Instructional Psychology and Technology

University Standing at Time of Publication

Full Professor

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