Characterizing TPACK Transformations in the Design of School-Based Pedagogical Change

Abstract

The technological pedagogical content knowledge (TPACK) framework has been accepted as a powerful framework to examine ICT integration in the classroom. However, nearly a decade of TPACK research has not documented clearly how teachers synthesize the different aspects of their existing technological, pedagogical and content knowledge into a new form of knowledge to support ICT-integrated lessons. This study unpacks how teachers and researchers who are collectively engaged in lesson design sessions by putting their existing knowledge together through talk and jointly designing new TPACK to support pedagogical change in a school-based context. The study found that to do so, TPACK transformations need to occur in the areas of pedagogy, content, and technology through iterative problem-solving. The study indicates that such kinds of design efforts are potentially very important to develop deep pedagogical understanding among teachers.