Final Chapter:

Polin, L., & Moe, R. (2016). TPACK in mediated practice. In K. Graziano & S. Bryans-Bongey (Eds.), Online Teaching in K-12: Models, Methods, and Best Practices for Teachers and Administrators. Information Today, Inc.

Abstract:  

“Technological, Pedagogical Content Knowledge (TPACK) is a framework for formal educators, developed to help those understand the interplay of three unique domains of knowledge necessary for teaching: an understanding of contents, pedagogy and technology. TPACK is grounded in the work of Lee Shulman’s earlier work combining pedagogy and content knowledge, and both Shulman and the authors of TPACK allude to the importance of contemporary learning theories such as constructivism, constructionism and social learning theory as integral to the TPACK construct as a transformative opportunity to do things as prerequisite for learning to do. Unfortunately, TPACK in practice more often resembles a contents checklist, a ‘plug and play’ rubric for inserting technology rather than immersing practices in a theory-grounded framework. This chapter presents TPACK from the historical and theoretical perspectives in order to provide a full understanding of the construct as a model for learning by doing. By doing this, we see that the Technology signifier in TPACK is problematic, and propose an alternate signifier as a way of more firmly grounding TPACK in its theory, history and purpose.”