McGrath, J., Karabas, G., & Willis. J. (2011). From TPACK concept to TPACK practice: An analysis of the suitability and usefulness of the concept as a guide in the real world of teacher development. International Journal of Technology in Teaching and Learning, 7(1), 1-23. https://sicet.org/main/wp-content/uploads/2016/11/ijttl-11-01-1_Willis.pdf

Abstract:

“This paper describes the TPACK model and how it was used to guide the design and development of a school district’s teacher development program that was funded by a grant from the New York State Department of Education. The usefulness of the TPACK model as a framework for teacher development projects was evaluated using interviews of teachers who participated in a project. The results indicate that TPACK is a very powerful and appropriate model when used as a framework for such projects. Even critiques and recommendations made by teachers were often expressions of TPACK basic principles or assumptions that highlighted where the project could have better met TPACK ideals. However, TPACK does not appear to be a model that can be used as a single source of conceptual guidelines. The interview data highlighted important, even crucial, aspects of a project that are not directly addressed by the TPACK model. Chief among these were logistical issues, the need to consider principles of adult learning and diffusion models when designing development projects, and the crucial importance of building and supporting social/professional networks.”