Voogt, J., Fisser, P., Tondeur, J., & van Braak, J. (2016). Using theoretical perspectives in developing an understanding of TPACK. In M. C. Herring, M. J. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge (TPACK) for educators (2nd ed., pp. 33-52). Routledge.
Abstract:
“It has been suggested that the TPACK framework, despite its successes, is under-theorized. Specifically it does not clearly specify the nature of relationship between technology and teacher knowledge. In this paper we bring together three theoretical perspectives to advance our understanding of TPACK and how it can be developed. Specifically, we use philosophy of technology as a lens to develop a deeper conceptualization of what we mean by technology and its relationship to us. We follow that with insights from the theory of situated cognition to developing a rich understanding of TPACK as a form of teacher knowledge. Finally, we integrate these two approaches by positioning teaching as a design science thus providing a context for the idea of learning TPACK by design. Through this we seek to elaborate and provide a foundation for the active and constructive role played by the teacher in the successful integration of technology.” (Prepublication version)