Technological pedagogical content knowledge

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Figure 1. Visual representation of the Technological, Pedagogical, and Content Knowledge framework updated to include Context. "Reproduced by permission of the publisher, (c) 2012 by tpack.org" TPACK-new.png
Figure 1. Visual representation of the Technological, Pedagogical, and Content Knowledge framework updated to include Context. “Reproduced by permission of the publisher, © 2012 by tpack.org”

The Technological Pedagogical Content Knowledge (TPACK) framework is an educational model that describes the intersections between technology, pedagogy, and content for the effective integration of technology into teaching. TPACK became popular in the early 2000s. [1] [2] [3] [4]

Contents

TPACK divides a teacher's contextual knowledge (XK) in teaching into three broad categories: content knowledge (CK), pedagogical knowledge (PK), and technological knowledge (TK). At the intersection of two categories are more specific forms of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK). At the intersection of all three categories is technological pedagogical content knowledge (TPACK). Contextual knowledge also includes information apart from the three categories, such as an awareness of school policies.[ citation needed ]

Researchers argue that effective technological integration involves an understanding of the relationships between all three forms of knowledge in a teaching context. [5]

History

In the early 2000s, scholars noted a lack of theory and conceptual frameworks to inform and guide research and teacher preparation in technology integration. [6] The classic definition of PCK proposed by Shulman included one dynamic and complex relationship between two different knowledge bodies: content knowledge and pedagogical knowledge. Shulman defined PCK as the blend between content and pedagogy, highlighting the teacher's comprehension of how topics should be taught according to students' diverse interests and capabilities. [7]

For five years, Mishra & Koehler conducted an experiment to understand educators’ development of rich technology uses as well as helping them develop their teaching with technology.  As a result of this work, they arrived at the Technological, Pedagogical, Content Knowledge (TPCK) model in 2008, later renamed to TPACK. [8] [9] The questions of "what the teachers need to know in order to appropriately incorporate technology into their teaching... and how they might develop it" [9] were key to the framework development. In 2019, Mishra proposed an additional aspect of teacher knowledge, contextual knowledge (XK), which encompasses knowledge of not only the TPACK forms but also organisational and situational constraints, such as school policies and available technologies. [10]

Educators found they needed new skills as new technologies entered the field. Consequently, technology knowledge became an essential feature of teacher knowledge. Scholars proposed different frames about TPACK to promote a particular view, including ways and diverse perspectives on understanding and working with technology in the classroom. [1] [2] [11] [12] [13] [14] TPACK-based research has led to the emergence of a significant literature body. [15]

As Herring and colleagues described, the historical development of TPACK provided a conceptualization that both graphically and narratively explained what is studied, and presented the key concepts, factors, or variables and the presumed relationships found between them. [16] Additionally, it scaffolds the application of findings to other contexts that theoreticians, researchers, and practitioners continue to examine. [16]

Definition

TPACK domains and related subdomains address the complex nature of teaching effectively with appropriate technologies. [9] [17] While the different domains and subdomains can be explored as separate skill concepts, domains and subdomains were conceptualized to work in synergistic reciprocity meaning that the knowledge is not entirely separate indicating the intersectionality of each area. Accordingly, the TPACK model consists of three main domains, each containing one subdomain. The purpose of the subdomains is to unpack the broader domain concept by understanding intersections among the three primary knowledge anchors for the overall framework. The main domains are 1. Technological Content Knowledge (TCK); 2. Pedagogical Content Knowledge (PCK), and 3. Technological Pedagogical Knowledge (TPK). The three subdomains are 1. Technological Knowledge (TK); 2. Content Knowledge (CK); and 3. Pedagogical Knowledge (PK). In 2019, Mishra [10] proposed a revised TPACK diagram to emphasize the context in which technology integration occurs by retitling the outer circle as Contextual Knowledge or XK.

Technological Knowledge (TK) addresses how teachers demonstrate professional knowledge of technology. TK considers what is required for teachers to integrate technology tools and resources into their course content and instructional practice. The technology component of TPaCK is most beneficial for learning when it brings a change in professional teaching practice [18] [19] and in designs for learning. For teachers, TK not only addresses knowledge about technology but also knowledge of the skills needed to use technology to effectively plan instruction, [17] [20] including with science teachers. [21] [22] [23] [24] [25] [ excessive citations ] TK involves understanding cross-platform applications and capabilities as well as how to configure those applications to realize instructional objectives and student learning outcomes.

Content Knowledge (CK) is situated within the following definitional parameters of a teacher's knowledge about a particular subject matter and how it is taught and learned. [26] As Shulman [7] noted, CK would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge." For educators, effective content instruction that engages students in higher-order activities using authentic, real-world examples facilitated through technology is the cornerstone of teaching and learning in the 21st century. Thus, educators must not only be thoughtful in the instructional techniques they use to present content but also strategic in the technology selected to teach the subject matter as it may result in positive or negative results in long-term learning and knowledge retention.

Pedagogical Knowledge (PK) addresses how teachers demonstrate professional knowledge of pedagogy. PK refers to the specific knowledge about teaching such as approaches or methods of how teachers teach a particular topic or how to scaffold a concept to the diverse interests and abilities of learners. For teachers and educators, an effective teaching method that engages students in higher-order activities using real-world examples facilitated through different learning styles is the cornerstone of teaching and learning in the current era. Accordingly, educators must be thoughtful in the instructional techniques to teach the subject matter as it may have a great impact on long-term learning and knowledge acquisition. Choosing the right technology to enable higher-order thinking within the content, long-term knowledge retention, and facilitate student learning outcomes are paramount within the CK construct. Finally, Context Knowledge (XK) is the umbrella domain that refers to how teachers contextualize implementation based on the overall teaching and learning context.

Strategies for building TPACK

A wide variety of strategies have been used to develop educators’ TPACK abilities, such as (a) collaborative, design-based lesson planning; [27] (b) the use of technology mapping, game-based learning, and deep-play [28] [29] (c) scaffolding the design process; [30] [31] and (d) accounting for how teacher's beliefs influence their TPACK. [32] Researchers have found collaborative strategies to be helpful to develop teachers’ TPACK, such as (a) faculty-wide mentoring programs, [33] (b) professional collaboration and teacher talk, [34] (c) collaborative reflection practices, [29] and (d) professional learning communities. [35] [36] Teacher education leaders have used the Theory of Action to identify the critical areas as they plan for the effective integration of TPACK into their teacher education and faculty support programs. [16] [37] Moreover, several traditional faculty development approaches have been found useful for helping teachers develop PCK, including instructional consultations, workshops and seminars, online modules. [38]

Measures

Since its introduction, researchers and professional developers have created a variety of processes and instruments to assess an educator's TPACK, [29] [39] such as self-report measures, open-ended questionnaires, performance assessments, interviews, observations, and more. [40] [41] [42] Widely-used measures such as the Survey of Preservice Teachers’ Knowledge of Teaching and Technology, [43] [44] [45] the TPACK-21 questionnaire, [46] and the TPACK leadership diagnostic tool, [16] [47] have been tested for reliability and validity and applied in a variety of educational settings.

Researchers have made considerable efforts to explore the details of educators’ TPACK through both quantitative [48] and qualitative measures. [49] Qualitative approaches for evaluating TPACK have included classroom observations, [49] the analysis of lesson plans, classroom videos, and interviews. [50] Furthermore, as researchers have sought to better address how the components of XK (including online learning environments and global contexts) influence the development of TPACK, measures of TPACK have begun to include educators’ future intentions to use technology. [51] Additionally, researchers have also considered educators’ self-efficacy alongside TPACK. [52] [53] [54]

Criticisms

The TPACK framework has received a number of criticisms, the majority of which are related to the lack of a precise definition. Similar to Shulman's Pedagogical Content Knowledge (PCK), which serves as a foundation for TPACK, scholars have debated whether TPACK is integrative or transformative leading to varied and nuanced perspectives. [34] Furthermore, scholars have debated precise definitions for the seven knowledge domains associated with the TPACK framework, [55] and what differentiates one domain from another varies widely across studies. [55] [56] These challenges have led to what has been called "fuzzy boundaries" distinguishing TPACK domains [29] [57] [58] [59] [60] that have resulted in even more variations or adaptations of TPACK including TPACK-W for web technologies, G-TPACK for geospatial, TPACK-CT for computational thinking, TPACK-P for TPACK practical, etc. These variations have been considered by some researchers to be misappropriations or conceptual dilution. [61]

A second major area of criticism of TPACK is the lack of reliable assessment instruments, as well as difficulties with existing instruments. Some researchers have cited problems related to participant interpretation of survey items, [54] [57] [58] [62] while others have reported problems with convergence when multiple measures are used. [63] [64] [65]

A third major area of criticism is related to the implications of TPACK for practice. Some scholars argue that the complexity of the framework makes it difficult to operationalize among both researchers and practitioners. [64] Further, as a framework for teacher knowledge, it is not accompanied by specific recommendations or strategies for how to help develop this body of knowledge for teachers. [39] Finally, scholars have noted that is unclear whether the TPACK framework promotes the type of reform-oriented teaching encouraged in new standards and curricula. [66]

References

  1. 1 2 Angeli, C.; Valanides, N. (2005). "Preservice elementary teachers as information and communication technology designers: An instructional systems design model based on an expanded view of pedagogical content knowledge". Journal of Computer Assisted Learning. 21 (4): 292–302. doi:10.1111/j.1365-2729.2005.00135.x.
  2. 1 2 Koehler, Matthew J.; Mishra, Punya (2005). "What Happens when Teachers Design Educational Technology? The Development of Technological Pedagogical Content Knowledge". Journal of Educational Computing Research. 32 (2): 131–152. doi:10.2190/0EW7-01WB-BKHL-QDYV.
  3. ↑ Niess, M.L. (July 2005). "Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge". Teaching and Teacher Education. 21 (5): 509–523. doi:10.1016/j.tate.2005.03.006.
  4. ↑ Pierson, Melissa E. (2001). "Technology Integration Practice as a Function of Pedagogical Expertise". Journal of Research on Computing in Education. 33 (4): 413–430. doi:10.1080/08886504.2001.10782325.
  5. ↑ Koehler, Matthew J.; Shin, Tae Seob; Mishra, Punya (2012). "How do We Measure TPACK? Let Me Count the Ways". Educational Technology, Teacher Knowledge, and Classroom Impact. pp. 16–31. doi:10.4018/978-1-60960-750-0.ch002. ISBN   978-1-60960-750-0.
  6. ↑ Angeli, Charoula; Valanides, Nicos; Mavroudi, Anna; Christodoulou, Andri; Georgiou, Kyriakoula (2015). "Introducing e-TPCK: An Adaptive E-Learning Technology for the Development of Teachers' Technological Pedagogical Content Knowledge". Technological Pedagogical Content Knowledge. pp. 305–317. doi:10.1007/978-1-4899-8080-9_16. ISBN   978-1-4899-8079-3.
  7. 1 2 Shulman, Lee S. (February 1986). "Those Who Understand: Knowledge Growth in Teaching". Educational Researcher. 15 (2): 4–14. doi:10.3102/0013189X015002004.
  8. ↑ Thompson, Ann D.; Mishra, Punya (December 2007). "Editors' Remarks: Breaking News: TPCK Becomes TPACK!". Journal of Computing in Teacher Education. 24 (2): 38–64. doi:10.1080/10402454.2007.10784583 (inactive 12 July 2025).{{cite journal}}: CS1 maint: DOI inactive as of July 2025 (link)
  9. 1 2 3 Mishra, Punya; Koehler, Matthew J. (June 2006). "Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge". Teachers College Record: The Voice of Scholarship in Education. 108 (6): 1017–1054. doi:10.1111/j.1467-9620.2006.00684.x.
  10. 1 2 Mishra, Punya (3 April 2019). "Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade". Journal of Digital Learning in Teacher Education. 35 (2): 76–78. doi: 10.1080/21532974.2019.1588611 .
  11. ↑ Margerum-Leys, Jon; Marx, Ronald W. (2004). "The Nature and Sharing of Teacher Knowledge of Technology in a Student Teacher/Mentor Teacher Pair". Journal of Teacher Education. 55 (5): 421–437. doi:10.1177/0022487104269858.
  12. ↑ Hughes, Joan (1997). "The Role of Teacher Knowledge and Learning Experiences in Forming Technology-Integrated Pedagogy". Journal of Technology and Teacher Education: 277–302.
  13. ↑ Niess, Margaret L. (February 2005). "Scaffolding Math Learning with Spreadsheets. Learning Connections--Mathematics". Learning & Leading with Technology. 32 (5): 24. ERIC   EJ697306.
  14. ↑ Harris, Judith; Mishra, Punya; Koehler, Matthew (June 2009). "Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed". Journal of Research on Technology in Education. 41 (4): 393–416. doi:10.1080/15391523.2009.10782536.
  15. ↑ TPACK Newsletter #44, 2021[ full citation needed ]
  16. 1 2 3 4 Graziano, Kevin J.; Herring, Mary C.; Carpenter, Jeffrey P.; Smaldino, Sharon; Finsness, Elizabeth S. (2017). "A TPACK Diagnostic Tool for Teacher Education Leaders". Techtrends. 61 (4): 372–379. doi:10.1007/s11528-017-0171-7.
  17. 1 2 Mishra, P., & Koehler, M. J. (March 2008). Introducing technological pedagogical content knowledge. In annual meeting of the American Educational Research Association (pp. 1–16). http://www.matt-koehler.com/publications/Mishra_Koehler_AERA_2008.pdf
  18. ↑ Papert, Seymour (27 October 1996). "Computers in the Classroom" . The Washington Post.
  19. ↑ Polin, L. & Moe, R. (2015). Locating TPACK in mediated practice. http://profmoe.com/PolinMoe_OnlineTeaching_v1a.pdf
  20. ↑ Bell, Randy L.; Maeng, Jennifer L.; Binns, Ian C. (2013). "Learning in context: Technology integration in a teacher preparation program informed by situated learning theory". Journal of Research in Science Teaching. 50 (3): 348–379. Bibcode:2013JRScT..50..348B. doi:10.1002/tea.21075.
  21. ↑ Çalik, Muammer; Özsevgeç, Tuncay; Ebenezer, Jazlin; Artun, Hüseyin; Küçük, Zeynel (2014). "Effects of 'Environmental Chemistry' Elective Course Via Technology-Embedded Scientific Inquiry Model on Some Variables". Journal of Science Education and Technology. 23 (3): 412–430. Bibcode:2014JSEdT..23..412C. doi:10.1007/s10956-013-9473-5.
  22. ↑ Calik, Muammer; Aytar, Ayse (2013). "Investigating Prospective Primary Teachers' Pedagogical Content Knowledge of 'Effect of Human on Environment' Subject in the Process of Teaching Practice". Educational Sciences: Theory and Practice. 13 (3): 1599–1605. ERIC   EJ1017670.
  23. ↑ Canbazoglu Bilici, Sedef; Guzey, S. Selcen; Yamak, Havva (2016). "Assessing pre-service science teachers' technological pedagogical content knowledge (TPACK) through observations and lesson plans". Research in Science & Technological Education. 34 (2): 237–251. Bibcode:2016RSTEd..34..237C. doi:10.1080/02635143.2016.1144050.
  24. ↑ Maeng, Jennifer L.; Mulvey, Bridget K.; Smetana, Lara K.; Bell, Randy L. (2013). "Preservice Teachers' TPACK: Using Technology to Support Inquiry Instruction". Journal of Science Education and Technology. 22 (6): 838–857. Bibcode:2013JSEdT..22..838M. doi:10.1007/s10956-013-9434-z.
  25. ↑ Sheffield, Rachel; Dobozy, Eva; Gibson, David; Mullaney, Jim; Campbell, Chris (2015). "Teacher education students using TPACK in science: A case study". Educational Media International. 52 (3): 227–238. doi:10.1080/09523987.2015.1075104.
  26. ↑ Koehler, Matthew J.; Mishra, Punya (2009). "What Is Technological Pedagogical Content Knowledge?". Contemporary Issues in Technology and Teacher Education (CITE Journal). 9 (1): 60–70. ERIC   EJ904583.
  27. ↑ Papanikolaou, Kyparisia; Makri, Katerina; Roussos, Petros (2017). "Learning design as a vehicle for developing TPACK in blended teacher training on technology enhanced learning". International Journal of Educational Technology in Higher Education. 14 34. doi: 10.1186/s41239-017-0072-z .
  28. ↑ Koehler, Matthew J.; Mishra, Punya; Bouck, Emily C.; Deschryver, Michael; Kereluik, Kristen; Shin, Tae Seob; Wolf, Leigh Graves (2011). "Deep-play: Developing TPACK for 21st century teachers". International Journal of Learning Technology. 6 (2) 42646: 146. doi:10.1504/ijlt.2011.042646.
  29. 1 2 3 4 Angeli, Charoula; Valanides, Nicos (2009). "Epistemological and methodological issues for the conceptualization, development, and assessment of ICT–TPCK: Advances in technological pedagogical content knowledge (TPCK)". Computers & Education. 52: 154–168. doi:10.1016/j.compedu.2008.07.006.
  30. ↑ Koh, Joyce Hwee Ling; Chai, Ching Sing (2016). "Seven design frames that teachers use when considering technological pedagogical content knowledge (TPACK)". Computers & Education. 102: 244–257. doi:10.1016/j.compedu.2016.09.003.
  31. ↑ Tsai, Chin-Chung; Chai, Ching Sing (2012). "The "third"-order barrier for technology-integration instruction: Implications for teacher education". Australasian Journal of Educational Technology. 28 (6). doi:10.14742/ajet.810.
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  33. ↑ Baran, Evrim; Correia, Ana-Paula; Thompson, Ann (2011). "Transforming online teaching practice: Critical analysis of the literature on the roles and competencies of online teachers". Distance Education. 32 (3): 421–439. doi:10.1080/01587919.2011.610293.
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  35. ↑ Phillips, Michael (2017). "Processes of practice and identity shaping teachers' TPACK enactment in a community of practice". Education and Information Technologies. 22 (4): 1771–1796. doi:10.1007/s10639-016-9512-y.
  36. ↑ Porras-Hernández, Laura Helena; Salinas-Amescua, Bertha (2013). "Strengthening Tpack: A Broader Notion of Context and the Use of Teacher's Narratives to Reveal Knowledge Construction". Journal of Educational Computing Research. 48 (2): 223–244. doi:10.2190/ec.48.2.f.
  37. ↑ Herring, Mary; Thomas, Tommye; Redmond, Pamela (2014). "Special Editorial: Technology Leadership for Preparing Tomorrow's Teachers to Use Technology". Journal of Digital Learning in Teacher Education. 30 (3): 76–80. doi:10.1080/21532974.2014.891875.
  38. ↑ Major, Claire; McDonald, Elizabeth (June 2021). "Developing Instructor TPACK: A Research Review and Narrative Synthesis". Journal of Higher Education Policy and Leadership Studies. 2 (2): 51–67. doi:10.52547/johepal.2.2.51.
  39. 1 2 Niess, Margaret L. (2011). "Investigating TPACK: Knowledge Growth in Teaching with Technology". Journal of Educational Computing Research. 44 (3): 299–317. doi:10.2190/EC.44.3.c.
  40. ↑ Koehler, Matthew J.; Mishra, Punya; Kereluik, Kristen; Shin, Tae Seob; Graham, Charles R. (2014). "The Technological Pedagogical Content Knowledge Framework". Handbook of Research on Educational Communications and Technology. pp. 101–111. doi:10.1007/978-1-4614-3185-5_9. ISBN   978-1-4614-3184-8.
  41. ↑ Mouza, Chrystalla (2016). "Developing and assessing TPACK among pre-service teachers". In Herring, Mary C.; Koehler, Matthew J.; Mishra, Punya (eds.). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. doi:10.4324/9781315771328. ISBN   978-1-317-67505-1.
  42. ↑ Su, Man; Foulger, Teresa (2019). "We Aren't There Yet: A Progression of Literature on TPACK Measures to Assess Technology Integration". Society for Information Technology & Teacher Education International Conference, Mar 18, 2019 in Las Vegas, NV, United States. ISBN   978-1-939797-37-7.
  43. ↑ Hall, Jacob A.; Lei, Jing; Wang, Qiu (2020). "The first principles of instruction: An examination of their impact on preservice teachers' TPACK". Educational Technology Research and Development. 68 (6): 3115–3142. doi:10.1007/s11423-020-09866-2.
  44. ↑ Schmidt, Denise A.; Baran, Evrim; Thompson, Ann D.; Mishra, Punya; Koehler, Matthew J.; Shin, Tae S. (December 2009). "Technological Pedagogical Content Knowledge (TPACK): The Development and Validation of an Assessment Instrument for Preservice Teachers". Journal of Research on Technology in Education. 42 (2): 123–149. doi:10.1080/15391523.2009.10782544.
  45. ↑ Wang, Wei; Schmidt-Crawford, Denise; Jin, Yi (2018). "Preservice Teachers' TPACK Development: A Review of Literature". Journal of Digital Learning in Teacher Education. 34 (4): 234–258. doi:10.1080/21532974.2018.1498039.
  46. ↑ Valtonen, Teemu; Kukkonen, Jari; Kontkanen, Sini; Mäkitalo-Siegl, Kati; Sointu, Erkko (2018). "Differences in pre-service teachers' knowledge and readiness to use ICT in education". Journal of Computer Assisted Learning. 34 (2): 174–182. doi:10.1111/jcal.12225.
  47. ↑ Clausen, Jon M.; Finsness, Elizabeth S.; Borthwick, Arlene C.; Graziano, Kevin J.; Carpenter, Jeffery P.; Herring, Mary (2 January 2019). "TPACK Leadership Diagnostic Tool: Adoption and Implementation by Teacher Education Leaders". Journal of Digital Learning in Teacher Education. 35 (1): 54–72. doi:10.1080/21532974.2018.1537818.
  48. ↑ Chai, C. S.; Koh, J. H. L.; Tsai, C. C. (2016). "6A Review of the quantitative measures of Technological Pedagogical Content Knowledge (TPACK)". In Herring, Mary C.; Koehler, Matthew J.; Mishra, Punya (eds.). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. pp. 97–116. doi:10.4324/9781315771328. ISBN   978-1-317-67505-1.
  49. 1 2 Archambault, L. (2016). "Exploring the use of qualitative methods to examine TPACK". In Herring, Mary C.; Koehler, Matthew J.; Mishra, Punya (eds.). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. pp. 65–86. doi:10.4324/9781315771328. ISBN   978-1-317-67505-1.
  50. ↑ Polly, D.; Orrill, C. H. (2016). "Designing professional development to support teachers' TPACK in elementary school mathematics". In Herring, Mary C.; Koehler, Matthew J.; Mishra, Punya (eds.). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. pp. 259–269. doi:10.4324/9781315771328. ISBN   978-1-317-67505-1.
  51. ↑ Foulger, Teresa S.; Buss, Ray R.; Su, Man (2021). "The IT2 Survey: Contextual knowledge (XK) influences on teacher candidates' intention to integrate technology". Educational Technology Research and Development. 69 (5): 2729–2760. doi:10.1007/s11423-021-10033-4. PMC   8373295 . PMID   34426722.
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  63. ↑ Agyei, Douglas D.; Keengwe, Jared (March 2014). "Using technology pedagogical content knowledge development to enhance learning outcomes". Education and Information Technologies. 19 (1): 155–171. doi:10.1007/s10639-012-9204-1.
  64. 1 2 Brantley-Dias, Laurie; Ertmer, Peggy A. (December 2013). "Goldilocks and TPACK: Is the Construct 'Just Right?'". Journal of Research on Technology in Education. 46 (2): 103–128. doi:10.1080/15391523.2013.10782615.
  65. ↑ Kopcha, Theodore J.; Ottenbreit-Leftwich, Anne; Jung, Jiyoon; Baser, Derya (September 2014). "Examining the TPACK framework through the convergent and discriminant validity of two measures". Computers & Education. 78: 87–96. doi:10.1016/j.compedu.2014.05.003.
  66. ↑ Harris, Judi; Grandgenett, Neal; Hofer, Mark. "Testing a TPACK-Based Technology Integration Assessment Rubric". Society for Information Technology & Teacher Education International Conference, Mar 29, 2010 in San Diego, CA, USA. Waynesville, NC: Association for the Advancement of Computing in Education (AACE). pp. 3833–3840. ISBN   978-1-880094-78-5.
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