Technological pedagogical content knowledge (TPACK) is a dynamic theoretical description of teachers' knowledge for designing, implementing, and evaluating curriculum and instruction with digital technologies. TPACK portrays the complex interaction among content knowledge, pedagogical knowledge, and technological knowledge for guiding all teachers (K-12 and higher education faculty) in the strategic thinking of when, where, and how to direct students' learning with technologies. Teacher educators' and educational researchers' acceptance of the TPACK construct mirrors the acceptance of its parent construct of pedagogical content knowledge (PCK). The importance of teachers' continued practice in integrating technologies is essential for extending and enhancing their TPACK. Connections with the knowledge-of-practice construct suggest calling TPACK TPACK-of-practice to more accurately describe the process of the knowledge development efforts for guiding inservice and preservice teachers in gaining, developing, and transforming their knowledge for teaching as new and more powerful technologies emerge for integration in education. Ultimately, the very nature of the TPACK construct describes a transformation of teachers' knowledge for teaching in the 21st century – a century reframed by robust and advanced technologies that have been integrated into the fabric of a more complex social, cultural, and educational environment.
Science Teacher Educators’ Engagement with Pedagogical Content Knowledge and Scientific Inquiry in Predominantly Paper-Based Distance Learning Programs
