Chapter Title

The Construct is in the Eye of the Beholder: School Districts’ Appropriations and Reconceptualizations of TPACK

Authors

Judi Harris, College of William and MaryFollow
Mark J. Hofer, College of William and MaryFollow

Files

Document Type

Book Chapter

Department/Program

Education

Publication Date

2014

Book Title

Research Highlights in Technology and Teacher Education 2014

Role

Leping Liu and David Gibson

Publisher

Association for the Advancement of Computing in Education

City

Waynesville, NC, USA

First Page

11

Last Page

18

Abstract

Despite debates about the specific parameters of its eight subcomponents, TPACK is generally understood within university-based teacher education communities as the knowledge needed to incorporate technologies—especially digital tools and resources—effectively in teaching and learning. How do professional development providers working within primary and secondary schools and districts conceptualize and operationalize TPACK? Our study of educational technology-related professional development in seven North American schools and districts in seven states/provinces found that educational leaders’ discussion and operationalization of the TPACK construct differs from that of university-based researchers in intriguing and important ways. In these organizations, TPACK was both appropriated to reconnect curriculum and pedagogy with educational technology use after prior technocentric professional development was found to be lacking, and reconceptualized to focus more upon practice than knowledge.

ISBN

978-1-9397-9710-0

Publication Statement

© 2014 AACE

Recommended Citation

Harris, Judi and Hofer, Mark J., "The Construct is in the Eye of the Beholder: School Districts’ Appropriations and Reconceptualizations of TPACK" (2014). Book Chapters. 4.
https://scholarworks.wm.edu/bookchapters/4