2nd Edition

Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators

Edited By Matthew J. Koehler, Punya Mishra Copyright 2016
    338 Pages
    by Routledge

    338 Pages
    by Routledge

    The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge—the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas. Driven by the growing influence of TPACK on research and practice in both K-12 and higher education, the 2nd edition updates current thinking about theory, research, and practice.

    Offering a series of chapters by scholars in different content areas who apply the technological pedagogical content knowledge framework to their individual content areas, the volume is structured around three themes:

    • Current thoughts on TPACK Theory
    • Research on Technological Pedagogical Content Knowledge in Specific Subject Areas
    • Integrating Technological Pedagogical Content Knowledge into Teacher Education and Professional Development

    The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on the engagement of technology in classrooms.


    Chapter 1: Introduction to the 2nd Edition of the TPACK Handbook

    Mary C. Herring, Matthew J. Koehler, Punya Mishra, Joshua Rosenberg, Jolene Teske

    Section I: Theory

    Chapter 2: Theoretical Considerations and Alternative Conceptualizations TPACK

    Charoula Angeli, Nicos Valanides, Andri Christodoulou

    Chapter 3: Using Theoretical Perspectives in Developing an Understanding of TPACK

    Joke Voogt, Petra Fisser, Jo Tondeur, Johan van Braak

    Chapter 4: Developing TPACK: Envisioning Technological Pedagogical Reasoning

    Vicky Smart, Glenn Finger, Cheryl Sim

    Section II: Research

    Chapter 5: Exploring the Use of Qualitative Methods to Examine TPACK

    Leanna Archambault

    Chapter 6: A Review of the Quantitative Measures of Technological Pedagogical Content Knowledge (TPACK)

    Ching Sing Chai, Joyce Hwee Ling Koh, Chin Chung Tsai

    Chapter 7: Understanding Teachers’ TPACK Through Observation

    Denise A. Schmidt-Crawford, Shu-Ju Diana Tai, Wei Wang, Yi Jin

    Chapter 8: Support for Technology Integration: Implications From and For the TPACK Framework

    Noortje Janssen, Ard W. Lazonder

    Chapter 9: Transforming Teachers’ Knowledge for Teaching with Technologies: An Online Learning Trajectory Instructional Approach

    Margaret L. Niess

    Chapter 10: Universal Design for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Model Prepares Efficacious 21st Century Teachers

    Beatrice Hope Benton-Borghi

    Section III: Implications for Practice

    Chapter 11: Developing and Assessing TPACK among Pre-service Teachers: A Synthesis of Research

    Chrystalla Mouza

    Chapter 12: Inservice Teachers’ TPACK Development: Trends, Models, and Trajectories

    Judith B. Harris,

    Chapter 13: TPACK Development in Higher Education

    Mary C. Herring, Sohyun Meacham, Daniel Mourlam

    Chapter 14: Opportunities and Challenges of TPACK-based Professional Development on a Global Scale

    Mark Hofer, John Lee, David Slykhuis, James Ptaszynski

    Chapter 15: Understanding the Role of a School Principal in Setting the Context for Technology Integration: A TPACK Perspective

    Vinesh Chandra

    Chapter 16: Making Meaningful Advances: TPACK for Designers of Learning Tools

    Karin Forssell

    Chapter 17: Designing Professional Development to Support Teachers’ TPACK in Elementary School Mathematics

    Drew Polly, Chandra Hawley Orrill

    Chapter 18: TPACK-Based Professional Development Programs in In-service Science Teacher Education

    Evrim Baran, Sedef Canbazoglu Bilici, Erdem Uygun

    Chapter19: Music TPACK in Higher Education: Educating the Educators

    Jordan Mroziak, Judith Bowman

    Chapter 20: The Impact of Digital Storytelling on the Development of TPACK among Student Teachers in Taiwan

    Amber Y. Wang

    About the Contributors



    Mary C. Herring is Professor of Instructional Technology at the University of Northern Iowa and former Chair of AACTE's Committee on Innovation and Technology.

    Matthew J. Koehler is Professor of Educational Psychology and Educational Technology at Michigan State University.

    Punya Mishra is Professor of Educational Psychology and Technology and Director of the M.A. in Educational Technology program at Michigan State University.

    "In 2008, the AACTE Handbook of Technological Pedagogical Content Knowledge established a new context for thinking about infusion of technology in teaching. The influence of this book has been reflected in the hundreds of articles, books, dissertations, conference presentations, and symposia stimulated by its publication. The second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a worthy successor to the first. Updated to reflect current research and understanding of best practices in this area, it is destined to become a key reference for anyone who is interested in technology in teaching and learning."

    --Glen L. Bull, Professor and Co-Director, Center for Technology & Teacher Education, Curry School of Education, University of Virginia, USA

    "A must read for TPACK researchers and practitioners, the second edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators provides a valuable and useable update on developments in the very active TPACK community in the 8 years since the first edition. From new methods and instruments designed to study TPACK to specific descriptions of successful approaches to developing and using TPACK in different subject areas, this second edition connects readers to the latest developments in this very important area."

    --Ann Thompson, Professor, Department of Curriculum and Instruction, College of Education, Iowa State University, USA

    "Having designed pre-service and graduate courses using the TPACK model and applied the model in our scholarship, we found the book provided us with insight, clarity, and inspiration for future use... Anyone with an advanced academic interest in TPACK should find something in the handbook that will enhance understanding of the model."

    -- Douglas M . Harvey, Ronald A. Caro, Tech Trends, Association for Educational Communications & Technology