An Elaborated Model of the TPACK Framework

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Cox, S. & Graham, C. (2009). An Elaborated Model of the TPACK Framework. In I. Gibson et al. (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2009 (pp. 4042-4049). Chesapeake, VA: AACE.
Retrieved from http://www.editlib.org/p/31291.

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Conference Information

Society for Information Technology & Teacher Education International Conference (SITE) 2009
Charleston, SC, USA
March 2, 2009
ISBN 1-880094-67-3
  Ian Gibson, Roberta Weber, Karen McFerrin, Roger Carlsen & Dee Anna Willis
AACE

More Information on SITE
Table of Contents

Authors

Susan Cox, Utah Valley University, United States; Charles Graham, Brigham Young University, United States

Abstract

The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.

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