2nd Edition
Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators
The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice.
Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes:
- Current thoughts on TPACK Theory
- Research on Technological Pedagogical Content Knowledge in Specific Subject Areas
- Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development
The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.
Acknowledgements
Chapter 1: Introduction to the 2nd Edition of the TPACK Handbook
Mary C. Herring, Matthew J. Koehler, Punya Mishra, Joshua Rosenberg, Jolene Teske
Section I: Theory
Chapter 2: Theoretical Considerations and Alternative Conceptualizations TPACK
Charoula Angeli, Nicos Valanides, Andri Christodoulou
Chapter 3: Using Theoretical Perspectives in Developing an Understanding of TPACK
Joke Voogt, Petra Fisser, Jo Tondeur, Johan van Braak
Chapter 4: Developing TPACK: Envisioning Technological Pedagogical Reasoning
Vicky Smart, Glenn Finger, Cheryl Sim
Section II: Research
Chapter 5: Exploring the Use of Qualitative Methods to Examine TPACK
Leanna Archambault
Chapter 6: A Review of the Quantitative Measures of Technological Pedagogical Content Knowledge (TPACK)
Ching Sing Chai, Joyce Hwee Ling Koh, Chin Chung Tsai
Chapter 7: Understanding Teachers’ TPACK Through Observation
Denise A. Schmidt-Crawford, Shu-Ju Diana Tai, Wei Wang, Yi Jin
Chapter 8: Support for Technology Integration: Implications From and For the TPACK Framework
Noortje Janssen, Ard W. Lazonder
Chapter 9: Transforming Teachers’ Knowledge for Teaching with Technologies: An Online Learning Trajectory Instructional Approach
Margaret L. Niess
Chapter 10: Universal Design for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Model Prepares Efficacious 21st Century Teachers
Beatrice Hope Benton-Borghi
Section III: Implications for Practice
Chapter 11: Developing and Assessing TPACK among Pre-service Teachers: A Synthesis of Research
Chrystalla Mouza
Chapter 12: Inservice Teachers’ TPACK Development: Trends, Models, and Trajectories
Judith B. Harris,
Chapter 13: TPACK Development in Higher Education
Mary C. Herring, Sohyun Meacham, Daniel Mourlam
Chapter 14: Opportunities and Challenges of TPACK-based Professional Development on a Global Scale
Mark Hofer, John Lee, David Slykhuis, James Ptaszynski
Chapter 15: Understanding the Role of a School Principal in Setting the Context for Technology Integration: A TPACK Perspective
Vinesh Chandra
Chapter 16: Making Meaningful Advances: TPACK for Designers of Learning Tools
Karin Forssell
Chapter 17: Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics
Drew Polly, Chandra Hawley Orrill
Chapter 18: TPACK-Based Professional Development Programs in In-service Science Teacher Education
Evrim Baran, Sedef Canbazoglu Bilici, Erdem Uygun
Chapter19: Music TPACK in Higher Education: Educating the Educators
Jordan Mroziak, Judith Bowman
Chapter 20: The Impact of Digital Storytelling on the Development of TPACK among Student Teachers in Taiwan
Amber Y. Wang
About the Contributors
Index
Biography
Mary C. Herring is Professor of Instructional Technology at the University of Northern Iowa and former Chair of AACTE's Committee on Innovation and Technology.
Matthew J. Koehler is Professor of Educational Psychology and Educational Technology at Michigan State University.
Punya Mishra is Professor of Educational Psychology and Technology and Director of the M.A. in Educational Technology program at Michigan State University.
"In 2008, the AACTE Handbook of Technological Pedagogical Content Knowledge established a new context for thinking about infusion of technology in teaching. The influence of this book has been reflected in the hundreds of articles, books, dissertations, conference presentations, and symposia stimulated by its publication. The second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a worthy successor to the first. Updated to reflect current research and understanding of best practices in this area, it is destined to become a key reference for anyone who is interested in technology in teaching and learning."
--Glen L. Bull, Professor and Co-Director, Center for Technology & Teacher Education, Curry School of Education, University of Virginia, USA
"A must read for TPACK researchers and practitioners, the second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators provides a valuable and useable update on developments in the very active TPACK community in the 8 years since the first edition. From new methods and instruments designed to study TPACK to specific descriptions of successful approaches to developing and using TPACK in different subject areas, this second edition connects readers to the latest developments in this very important area."
--Ann Thompson, Professor, Department of Curriculum and Instruction, College of Education, Iowa State University, USA
"Having designed pre-service and graduate courses using the TPACK model and applied the model in our scholarship, we found the book provided us with insight, clarity, and inspiration for future use... Anyone with an advanced academic interest in TPACK should find something in the handbook that will enhance understanding of the model."
-- Douglas M . Harvey, Ronald A. Caro, Tech Trends, Association for Educational Communications & Technology
