Online Continued Learning for All Educators

The design and empirical support for the online TPACK learning trajectory emerged through a multi-year research process that provided a thorough, in-depth description of how the tools (community of learners and reflection) and processes (shared/individual knowledge development and inquiry) support the scaffolding of systems pedagogical reasoning approach for integrating TPACK content of subject matter content, pedagogy, and technologies, thus modeling the knowledge teachers need for teaching with technology. The learning, involving a research-based trajectory and framed within a social metacognitive constructivist lens, engaged inservice teachers in knowledge-building communities using inquiry-based, problem-based learning, guiding them in reframing their knowledge for designing student-directed, problem-based learning with the integration of technologies. Limitations and future research extended the understanding of TPACK through online teacher education continued learning in graduate programs and other professional development programs designed to support teachers in rethinking and reframing their knowledge for teaching with technologies. Guided active participation and systems pedagogical reasoning provided key ideas for engaging the online TPACK learning trajectory to guide the thinking about and implementing online teacher education professional development. Multiple factors framed the thinking about future designs for these online programs aimed at transforming inservice teachers' TPACK. Future challenges include whether and how online programs might be designed for developing all teachers' TPACK transformations – preservice, inservice, and higher education faculty.