#1
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Summary:
Mishra and Koehler introduce the Technological Pedagogical Content Knowledge (TPACK) framework, an evolution of Shulman’s Pedagogical Content Knowledge (PCK) model. The authors argue that effective technology integration in teaching requires understanding the complex interplay among content, pedagogy, and technology. Using case studies from teacher education programs, they show how TPACK develops when teachers engage in authentic design activities that balance these elements within specific contexts.
Evaluation:
This article remains one of the most influential foundational works in educational technology research. The conceptual framework is clear and well supported by practice-based examples, making it both robust and applicable to teacher education. Its limitation lies in qualitative examples without quantitative measures of TPACK’s components, which later studies have addressed. Nonetheless, its systemic clarity continues to guide technology-integration strategies across disciplines.
Reflection:
This work provides the theoretical backbone for understanding the multidimensional nature of technology integration. It connects directly to my teaching at DeVry, where integrating IT concepts into real-world case studies requires balancing pedagogy and evolving technologies. The TPACK framework also aligns with my doctoral goal of exploring how online learning environments enhance instructor effectiveness through informed use of educational technologies.
#2
Niess, M., van Zee, E., & Gillow-Wiles, H. (2011). Knowledge growth in teaching mathematics/science with spreadsheets: Moving PCK to TPACK through online professional development. Journal of Digital Learning in Teacher Education, 27(2), 42–52. https://doi.org/10.1080/21532974.2011.10784652
Summary:
Niess, van Zee, and Gillow-Wiles explore how online professional development can move teachers from PCK toward TPACK. Studying educators who integrated spreadsheets into math and science instruction, they document growth in conceptual understanding and data-driven pedagogy. The study emphasizes reflection and iterative design as mechanisms for developing TPACK competence.
Evaluation:
The study provides valuable empirical support for TPACK development through authentic online learning. Longitudinal observation and reflective collaboration offer a strong practical perspective. While its small sample and narrow subject focus limit generalizability, it demonstrates how sustained, technology-mediated professional learning fosters integration of technological, pedagogical, and content knowledge.
Reflection:
This article reinforces the importance of continuous professional growth in technology integration. It mirrors my own experience mentoring faculty to adopt data tools effectively and supports my doctoral focus on designing reflective, technology-based faculty-development programs that encourage ongoing learning rather than one-time training.
#3
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570
Summary:
Harris and Hofer examine how secondary teachers apply the TPACK framework in curriculum-based planning. Using classroom observations and interviews, they analyze how teachers choose technologies based on pedagogical goals and content standards. The study highlights that pedagogical intent—rather than technology itself—drives effective integration.
Evaluation:
This study operationalizes TPACK within authentic instructional planning and demonstrates methodological rigor through multiple data sources. Although focused on experienced teachers, possibly underrepresenting novices, it contributes valuable insight into how TPACK is enacted and underscores that purposeful pedagogy is the foundation of effective technology use.
Reflection:
The study parallels my instructional-design work at DeVry, where technology must align with learning outcomes and course objectives. It reinforces that meaningful integration begins with pedagogical intent, echoing practices I apply in both teaching and IT project management. It informs my doctoral exploration of structured planning in technology-enhanced learning.
#4
Saubern, R., Henderson, M., Heinrich, E., & Redmond, P. (2020). TPACK – time to reboot? Australasian Journal of Educational Technology, 36(3), 1–9. https://doi.org/10.14742/ajet.6373
Summary:
Saubern and colleagues revisit TPACK to assess its ongoing relevance in today’s educational-technology landscape. They argue that while TPACK has served as a foundational model, it needs updating to address new contexts such as mobile learning, AI-enhanced teaching, and data-driven personalization. They propose conceptual refinements emphasizing teachers’ adaptive expertise and contextual fluency.
Evaluation:
This article provides a timely critique and renewal of the TPACK framework. Its strength lies in identifying theoretical stagnation and calling for more dynamic, context-aware research. Although conceptual rather than empirical, its forward-looking analysis challenges educators and researchers to modernize TPACK for emerging technologies and pedagogies.
Reflection:
This piece resonates with my doctoral aim of exploring how instructional frameworks evolve with advancing technology. As both educator and IT project manager, I value its focus on adaptability and relevance. The notion of “rebooting” TPACK aligns with my philosophy of continuous improvement in educational technology design—essential for preparing learners in rapidly changing digital environments.
Tony Kaczoroski 
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