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Examining TPACK’s Theoretical Future ARTICLE

, University of Idaho, United States

Journal of Technology and Teacher Education Volume 23, Number 1, ISSN 1059-7069 Publisher: Society for Information Technology & Teacher Education, Chesapeake, VA

Abstract

TPACK (Technological Pedagogical and Content Knowledge) has quickly become popular amongst researchers and practitioners as a framework for understanding necessary teacher knowledge for supporting effective technology integration. Utilization of TPACK, however, has generally been approached in a manner that is non-critical and that does not inform on-going development of the framework. This theoretical paper utilizes five characteristics of “good” scientific theory (accuracy, consistency, scope, simplicity, and fruitfulness) taken from the work of Thomas Kuhn as points of departure for exploring affordances and limitations of TPACK for researchers and teachers. Based upon this examination, four suggestions are provided to support future research into technology integration that seek to help address limitations in the TPACK framework and to inform its appropriate and thoughtful use in research and practice.

Citation

Kimmons, R. (2015). Examining TPACK’s Theoretical Future. Journal of Technology and Teacher Education, 23(1), 53-77. Chesapeake, VA: Society for Information Technology & Teacher Education.