An Elaborated Model of the TPACK Framework
Susan Cox, Utah Valley University, United States ; Charles Graham, Brigham Young University, United States
Society for Information Technology & Teacher Education International Conference, in Charleston, SC, USA ISBN 978-1-880094-67-9 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
The introduction of the TPACK Framework has facilitated new and more rigorous study of teachers’ knowledge and use of technology in the classroom. However, the community interested in TPACK is still striving to develop a common understanding of what each construct in the framework means. A review of the research surrounding TPACK shows that there are still widely differing perceptions regarding how to operationalize the TPACK constructs and define boundaries between them. This paper reports on a conceptual analysis that was done to clarify construct definitions and boundaries in the TPACK framework. The research review and interviews with leading researchers have helped the authors to create an elaborated TPACK framework with case examples that further articulates the TPACK constructs and boundaries between them. The authors also suggest directions for future TPACK research.
Cox, S. & Graham, C. (2009). An Elaborated Model of the TPACK Framework. In I. Gibson, R. Weber, K. McFerrin, R. Carlsen & D. Willis (Eds.), Proceedings of SITE 2009--Society for Information Technology & Teacher Education International Conference (pp. 4042-4049). Charleston, SC, USA: Association for the Advancement of Computing in Education (AACE).
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June Kim & David Whittier, Boston University School of Education, United States
Society for Information Technology & Teacher Education International Conference 2015 (Mar 02, 2015) pp. 1650–1657
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