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Research Highlights in Technology and Teacher Education 2014
Leping Liu and David Gibson
Association for the Advancement of Computing in Education
Waynesville, NC, USA
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.
© 2014 AACE
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.