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Document Type

Book Chapter

Department/Program

Education

Publication Date

2018

Book Title

Research Highlights in Technology and Teacher Education 2018

Publisher

Association for the Advancement of Computing in Education (AACE)

Editor

Leping Liu; David C. Gibson

City

Chesapeake, VA

First Page

13

Last Page

22

Abstract

Substantial evidence from research done with both preservice and inservice teachers demonstrates that the nature of teachers' knowledge is expanded and changed when educational technologies are incorporated effectively into teaching. If teachers infuse use of digital tools and resources in their praxis — that is, if they use them to access and comprehend content and teaching materials, to facilitate students' learning, and/or to reflect upon their teaching and their students' learning — does this use of digital technologies also change the fundamental nature of their educational planning and decision-making? Several researchers have asserted that it does. In this critical literature review, we consider these claims in light of the original conceptions of Shulman's (1987a) knowledge base for teaching, which includes pedagogical content knowledge (PCK); of technological pedagogical content knowledge (TPCK/TPACK); and of Shulman's model of pedagogical reasoning and action. This analysis leads to recommendations for a new direction in future TPCK/TPACK research.

Publication Statement

This is a post-print of the publication. Copyright by AACE. Reprinted from the with permission of AACE (http://www.aace.org).

If There’s TPACK, Is There Technological Pedagogical Reasoning and Action?


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