Login or register for free to remove ads.
You are here:

GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge Article

, , , University of Minnesota, United States ; , University of Manchester, United Kingdom

CITE Journal Volume 9, Number 3, ISSN 1528-5804 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC USA


GeoThentic, an online teaching and learning environment, focuses on engaging teachers and learners in solving real-world geography problems through use of geospatial technologies. The design of GeoThentic is grounded on the technology, pedagogy, and content knowledge (TPACK) framework as a metacognitive tool. This paper describes how the TPACK framework has informed the authors’ design endeavors and how a set of assessment models within GeoThentic can be used to assess teachers' TPACK.


Doering, A., Scharber, C., Miller, C. & Veletsianos, G. (2009). GeoThentic: Designing and Assessing with Technological Pedagogical Content Knowledge. Contemporary Issues in Technology and Teacher Education, 9(3), 316-336. Waynesville, NC USA: Association for the Advancement of Computing in Education (AACE). Retrieved November 23, 2017 from .



  1. Audet, R. H., & Paris, J. (1997). GIS implementation model for schools: Assessing the critical concerns. Journal of Geography, 96, 293-300.
  2. Bednarz, S. W., & Van der Schee, J. (2006). Europe and the United States: The implementation of geographic information systems in secondary education in two contexts. Technology, Pedagogy, and Education, 15(2), 191-205.
  3. Bennett, L., & Berson, M. J. (Eds.) (2007). Digital age: Technology-based K-12 lesson plans for social studies. Silver Spring, MD: National Council for the Social Studies.
  4. Berson, M. J., & Balyta, P. (2004). Technological thinking and practice in the social studies: Transcending the tumultuous adolescence of reform. Journal of Computing in Teacher Education 20(4), 141-150.
  5. Bransford, J. D., Brown, A. L., & Cocking, R. R. (1999). How people learn: Brain, mind, experience, and school. Washington, DC: National Academy Press.
  6. Cognition and Technology Group at Vanderbilt. (1990). Anchored instruction and its relationship to situated cognition. Educational Researcher, 19(6), 2-10.
  7. Collins, A., Brown, J., & Newman, S. (1989). Cognitive apprenticeship: Teaching the craft of reading, writing, and mathematics. In L. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (pp. 453–494). Hillsdale, NJ: Lawrence Erlbaum Associates.
  8. Cox, S. (2008). A conceptual analysis of technological pedagogical content knowledge. Unpublished doctoral dissertation. Brigham Young University.
  9. Cuban, L. (2001). Oversold and underused: Computers in the classroom. Cambridge, MA: Harvard University Press.
  10. Cuban, L. (2008). Hugging the middle: How teachers teach in an era of testing and accountability. New York: Teachers College Press.
  11. Design-Based Research Collective. (2003). Design-based research: An emerging paradigm for educational inquiry. Educational Researcher, 32(1), 5-8.
  12. Doering, A. (2004). GIS in education: An examination of pedagogy. Unpublished doctoral dissertation, University of Minnesota, Minneapolis.
  13. Doering, A., & Veletsianos, G. (2007a). An investigation of the use of real-time, authentic geospatial data in the K-12 classroom. Journal of Geography, 106(6), 217-225.
  14. Doering, A., & Veletsianos, G. (2007b). Multi-scaffolding learning environment: An analysis of scaffolding and its impact on cognitive load and problem-solving ability. Journal of Educational Computing Research, 37(2), 107-129.
  15. Doering, A., Veletsianos, G., & Scharber, C. (2007). Coming of age: Research and pedagogy on geospatial technologies within K-12 social studies education. In A. J. Milson & Alibrandi, M. (Eds.), Digital geography: Geo-spatial technologies in the social studies classroom (pp. 213-226). Charlotte, NC: Information Age Publishing.
  16. Enkenberg, J. (2001). Instructional design and emerging models in higher education. Computers in Human Behavior, 17, 495–506.
  17. Eisner, E.W. (1994). The educational imagination: On the design and evaluation of school programs. New York: Macmillan.
  18. Friedman, A. M., & Hicks, D. (2006). The state of the field: Technology, social studies, and teacher education. Contemporary Issues in Technology and Teacher Education,
  19. Hughes, J. E. (2000). Teaching English with technology: Exploring teacher learning and practice. Unpublished doctoral dissertation, Michigan State University, East Lansing, MI.
  20. Hughes, J. E. (2004). Technology learning principles for preservice and in-service teacher education. Contemporary Issues in Technology and Teacher Education [Online serial], 4(3). Retrieved from http://www.citejournal.org/vol4/iss3/general/article2.cfm
  21. Heafner, T. (2004). Using technology to motivate students to learn social studies. Contemporary Issues in Technology and Teacher Education [Online serial], 4(1). Retrieved from http://www.citejournal.org/vol4/iss1/socialstudies/article1.cfm
  22. Hughes, J. E., & Scharber, C. (2008). Leveraging the development of English-technology pedagogical content knowledge within the deictic nature of literacy. In AACTE's Committee on Innovation and Technology(Eds.), Handbook of technological pedagogical content knowledge for educators (pp. 87-106). Mahwah, NJ: Routledge.
  23. Keiper, T. A. (1999). GIS for elementary students: An inquiry into a new approach to learning geography. Journal of Geography, 98, 47-59.
  24. Koehler, M.J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy, and technology. Computers and Education, 49(3), 740-762.
  25. Lave, J., & Wenger, E. (1991). Situated learning: Legitimate peripheral participation. Cambridge: Cambridge University Press.
  26. Lavie, T., & Tractinsky, N. (2004). Assessing dimensions of perceived visual aesthetics of Web sites. International Journal of Human-Computer Studies, 60, 269-298.
  27. Lee, J. K. (2008). Toward democracy: Social studies and TPCK. In AACTE Committee on Innovation and Technology (Ed.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 129-143). New York: Routledge.
  28. Martorella, P. (1997). Technology and the social studies: Which way to the sleeping giant? Theory and Research in Social Education, 25(4), 511-514.
  29. Mehlinger, H. D., & Powers, S. M. (2002). Technology and teacher education: A guide for educators and policy makers. Boston: Houghton Mifflin Company.
  30. Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
  31. Mishra, P., & Koehler, M. (2007). Technological pedagogical content knowledge (TPCK): Confronting the wicked problems of teaching with technology. In C. Crawford et al. (Eds.), Proceedings of Society for Information Technology and Teacher Education International Conference 2007 (pp. 2214-2226). Chesapeake, VA: Association for the Advancement of Computers in Education.
  32. National Council for the Social Studies. (2006). Technology position statement and guidelines. Retrieved from http://www.socialstudies.org/positions/technology
  33. Niess, M. L. (2005). Preparing teachers to teach science and mathematics with technology: Developing a technology pedagogical content knowledge. Teaching and Teacher Education, 21, 509-523.
  34. Reeves, T., Herrington, J., & Oliver, R. (2004). A development research agenda for online collaborative learning. Educational Technology Research and Development, 52(4), 5365.
  35. Ross, E. (2000). The promise and perils of e-learning. Theory and Research in Social Education, 28(4), 482-492.
  36. Sanders, R., Kajs, L., & Crawford, C. (2001). Electronic mapping in education: The use of Geographic Information Systems. Journal of Research on Technology in Education, 34(2), 121-129.
  37. Sandoval, W. (2004). Developing learning theory by refining conjectures embodied in educational designs. Educational Psychologist, 39(4), 213-223.
  38. Schön, D.A. (1987). Educating the reflective practitioner. San Francisco: Jossey-Bass.
  39. Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
  40. Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1-22.
  41. Swan, K. O., & Hofer, M. (2008). Technology and social studies. In L. S. Levstik & C. A. Tyson (Eds.), Handbook of research in social studies education (pp. 307-326). New York: Routledge.
  42. Tally, B. (2007). Digital technology and the end of social studies education. Theory and Research in Social Education, 35(2), 305-321.
  43. Thompson, A. D., Boyd, K., Clark, K., Colbert, J. A., Guan, S., Harris, J. B., & Kelly, M. A. (2008). TPCK action for teacher education: It’s about time! In AACTE Committee on Innovation and Technology (Eds.), Handbook of technological pedagogical content knowledge (TPCK) for educators. (pp. 289-300). New York: Routledge.
  44. Vygotsky, L.S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
  45. Whitworth, S. A., & Berson, M. J. (2003). Computer technology in the social studies: An examination of the effectiveness literature (1996-2001). Contemporary Issues in Technology and Teacher Education [Online serial], 2(4). Retrieved from http://www.citejournal.org/vol2/iss4/socialstudies/article1.cfm

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact info@learntechlib.org.