TPACK newsletter #4, Aug – Sept 09

by | Thursday, October 08, 2009

got tpack

Welcome to the fourth edition of the TPACK Newsletter, now with 494 subscribers (representing a 36% increase during the last four months!), and appearing bimonthly between August and April. If you are not sure what TPACK is, please surf over to  to learn more.

Gratuitous Quote about Technology

"My theme for philanthropy is the same approach I used with technology: to find a need and fill it.”
- An Wang


In this Issue:
-2. Introductory blurb
-1. Gratuitous Quote about Technology

0. In this issue (You are here.)
1. Recent TPACK Articles
2. TPACK-in-a-text(book)
 3. (Sort of) Recent TPACK Articles

 4. Recent TPACK Presentations

 5. TPACK Podcasts

 6. TPACK Research in Progress

 7 TPACK Professional Development
8. Recently Completed TPACK-based Dissertations & Theses
 9. Learning and Doing More with TPACK
–. Un-numbered miscellaneous stuff at the end

1. Recent TPACK Articles

TPACK was a “Top Story” on August 26, 2009 in both eSchoolNews and eCampusNews! A feature article (“TPACK explores Effective Ed-Tech Integration”) written by senior editor Laura Delaney explained TPACK and its components in considerable detail, plus one way of helping teachers to develop TPACK: using curriculum-based learning activity types. Punya, Matt, Judi, Mark Hofer, and Karen Richardson were interviewed and provided the content for the feature stories.

Hot off the press! Judi Harris & Mark Hofer’s Feature and Learning Connections articles are appearing in the September/October 2009 issue of Learning & Leading with Technology. “’Grounded’ Technology Integration: Planning with Curriculum-Based Learning Activity Types” introduces a TPACK-based approach to technology integration during instructional planning, and “’Grounded’ Technology Integration Using Social Studies Learning Activity Types” illustrates how to do this in the social studies. Watch future 2009-2010 issues of L&L for more Learning Connections articles about math, world languages, science, K-6 literacy, and English language arts activity types, written with collaborators Neal Grandgenett, Marcela van Olphen, Meg Blanchard, Denise Schmidt, and Carl Young.

This summer, Judi, Punya & Matt published an overview of TPACK, emphasizing the roles of content and technological content knowledge, and how to help teachers to develop it, in the Journal of Research on Technology in Education, vol. 41, no. 4, PP. 393-416. The article is entitled, “Teachers’ Technological Pedagogical Content Knowledge: Curriculum-based Technology Integration Reframed.”

A few months earlier, Hyo-Jeong So (Nanyang Technological University) and Bosung Kim (University of Missouri) published the results of a study that “examined perceived difficulties and concerns that pre-service teachers encountered when applying their knowledge on technology, pedagogy and content to design a technology integrated lesson.” They utilized a collaborative lesson design similar to Matt & Punya’s Learning by Design approach to developing TPACK. The article, “Learning About Problem-based Learning: Student Teachers Integrating Technology, Pedagogy and Content Knowledge,” was published in the Australasian Journal of Educational Technology, 25(1), PP. 101-116. A .PDF of the article is available for your perusal.

2. TPACK-in-a-text(book)

Candace Figg (Brock University) and Jenny Burson (LeTourneau University) are pleased to announce a new arrival: their TPACK-based preservice text, Designs for UnPacking Technological Pedagogical Content Knowledge (TPACK): A Handy Guide for Teaching with Technology, which will be released on September 5, 2009 by Soleil Publishing. Additional information about the book, including sample pages and a table of contents, is available online.

3. (Sort of) Recent TPACK Articles

Two recent issues of Contemporary Issues in Technology and Teacher Education (CITE) featured articles on TPACK. In a special issue devoted to TPACK (volume 9, issue 1), six articles appeared:

TPACK:  A Framework for the CITE Journal
G. Bull & L. Bell

Mathematics Teacher TPACK Standards and Development Model
M. L. Niess, R. N. Ronau, K. G. Shafer, S. O. Driskell, S. R. Harper, C. Johnston, C. Browning, S. A. Özgün-Koca, & G. Kersaint

Teaching Science with Technology: Case Studies of Science Teachers’ Development of Technology, Pedagogy, and Content Knowledge 
S. S. Guzey & G. H. Roehrig

Strategies for Preparing Preservice Social Studies Teachers to Integrate Technology Effectively: Models and Practices
T. Brush & J. W. Saye

What Is Technological Pedagogical Content Knowledge? 
M. J. Koehler & P. Mishra

Examining TPACK Among K-12 Online Distance Educators in the United States
L. Archambault & K. Crippen

In volume 9 issue 2 of CITE, three TPACK-based articles appeared:

Mathematics Teachers’ Development, Exploration, and Advancement of Technological Pedagogical Content Knowledge in the Teaching and Learning of Algebra 
S. Richardson

Giving, Prompting, Making: Aligning Technology and Pedagogy Within TPACK for Social Studies Instruction
T. C. Hammond & M. M. Manfra

Enhancing TPACK With Assistive Technology: Promoting Inclusive Practices in Preservice Teacher Education
M. T. Marino, P. Sameshima, & C. C. Beecher


4. Recent TPACK Presentations

Maggie Niess (Oregon State University) will present a paper entitled “Mathematics Teacher TPACK Standards and Revising Teacher Preparation” at the 10th International Conference of The Mathematics Education Into the 21st Century Project, “Models in Developing Mathematics Education,” which will take place on September 11-17, 2009 in Dresden, Saxony, Germany.

Bill Bauer, the Director of Music Education at Case Western Reserve University, will be presenting “Music Teachers and Technology: The TPACK Framework" at the Society for Music Teacher Education’s 2009 Symposium on Music Teacher Education: Enacting Shared Visions, September 10-12, 2009 at the University of North Carolina at Greensboro.

There were several TPACK-based sessions at the National Educational Computing Conference (NECC) in Washington, DC in late June 2009:

We learned about a fascinating paper about helping teachers to develop TPSK – technological pedagogical statistical (and probability) knowledge – that was presented at the 2009 Conference on Research in Undergraduate Mathematics Education in February. A .pdf of the paper, “Preparing to Teach Mathematics with Technology: Lesson Planning Decisions for Implementing New Curriculum,” written by Sarah Ives, Hollylynne Lee, and Tina Starling (North Carolina State University) is available online for your perusal.

Last but certainly not least, we discovered presentation slides by Dan Maas, Chief Information Officer for the Littleton Public Schools in Colorado, which interpret TPACK vis-à-vis 21st-century technologies. An entry in Dan’s blog explains that these slides supported a reflective exercise for educators that focused on “inspired writing.”

5. TPACK Podcasts

"Understanding TPCK," one of the "Teaching in the 21st Century" series of weekly podcasts for teachers, was posted recently by the Maine School Administrative District 75. The podcast explains TPACK and provides examples of TPACK in practice, in which 21st technologies were repurposed creatively for educational use. For example, in Bill’s English class students used Twitter to create microblogs to discuss the books that they’re studying.  This podcast was created in response to Matt & Punya’s feature article in the May issue of Learning & Leading with Technology, “Too Cool for School? No Way! Using the TPACK Framework: You Can Have Your Hot Tools and Teach with Them, Too.” All podcasts in the series are produced and edited by students in MSAD 75’s middle and high school.

A thoughtful and thorough podcast prepared by Ruben Puentedura for the Maine Learning Technology Initiative Fall Teacher 2008 Leader Institutes was shared recently by Lydia Leimback in her blog, "Teacher Tech." Dr. Puentedura introduces and explains two conceptual models that can be used together: TPACK and SAMR. SAMR stands for Substitution, Augmentation, Modification, and Redefinition, which focus upon the roles that digital technologies play in changing the nature of students’ learning, when compared to the use of more traditional technologies for the same or similar learning activities. Illustrative examples of higher education courses are provided to show how TPCK and SAMR can work together in designs for students’ learning. A transcribed version of the podcast is also available.


6. TPACK Research in Progress

Julie Mueller (Wilfrid Laurier University) is currently examining pre- and post- questionnaire, interview, and observation data generated with teachers, administrators, and students as part of an elementary school-initiated laptop integration project, using TPACK as her theoretical framework.   The preliminary results of this study suggest that teachers do indeed consider all of the components of TPACK when planning and providing instruction, but they are not always integrated.  In addition to identifying behavioral measures of TPACK (which Julie feels are much-needed at present in TPACK research), student outcomes will be used to measure the impact of the laptop integration.  Julie hopes to present the results of this project at SITE 2010

Ghaida Alayyar, a doctoral student at the University of Twente working with her supervisors, Drs. Petra Fisser and Joke Voogt, is studying the use of TPACK as a framework to change the nature of preservice science education in Kuwait. Joke writes, “The current curriculum for prospective student- teachers in Kuwait is characterized by a teacher-centered approach and only has an optional course on basic technology applications. The content of the new course is based on the ideas of TPACK. In the first phase of the study (currently underway) a group of 50 science students is designing elementary science technology applications in small groups (3-4 persons). They are coached by subject matter, pedagogical and technology experts. …In the second phase of the study, a new group of prospective students will be involved, with part of the coaching happening via a Web-based support system. Data about student-teachers’ TPACK competencies will be collected before and after the course with the TPACK survey developed by Schmidt, Baran, Thompson, Koehler, Mishra & Shin.”

Are you researching TPACK? Please consider adding a description of your research methods to the TPACK wiki’s “Researching TPACK” section and/or sending us a brief overview of your ongoing work to share in this newsletter.


7. TPACK Professional Development

As mentioned in the first TPACK Newsletter (January 2009), Craig Cunningham reports that the faculty at National-Louis University in Chicago were involved in a Faculty Senate-funded TPACK faculty development project during the 2008-2009 academic year.  In the project, small groups of teacher-education and subject-matter faculty worked with technology “experts” from the faculty to develop ways to integrate technology, pedagogy, and content knowledge.  The various groups worked on topics such as using video to teach interviewing techniques, using Web cameras to conduct live chats with science experts, and ways to better use interactive whiteboards.  Faculty enthusiasm for the project at the end of the year led to the submission of a renewal grant for 2009-2010, which was recently awarded!  The second year of the project will continue the work of the first year, with the addition of a monthly series of TPACK-based seminars designed to increase faculty expertise across the university.   For more information, please contact or


8. Recently Completed TPACK-based Dissertations & Theses

Chauser, J. (2009).  Instruction 2.0: Effective education for the 21st century. Master’s thesis, National University.

In this thesis, Jacqueline describes the design and implementation of a professional development course for teachers. Building on the TPACK framework, the course encourages an integrated approach to using technology for instruction and respects the interconnectedness of the three knowledge bases required for such integration.

Richardson, K. W. (2009). Looking at/looking through: Teachers planning for curriculum-based learning with technology. Doctoral dissertation, College of William & Mary.

The literature related to teacher planning practices is, for the most part, several decades old. As such, it fails to take into consideration both the proliferation of digital technologies in schools, as well as new frameworks for understanding teachers’ knowledge. This interpretivist study drew upon the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006) to study teachers’ lesson planning processes. Specifically, it focused upon 12 fifth, sixth and seventh grade content area teachers from three southeastern U.S. School districts as they planned for and used digital technologies during lessons in their classrooms. Participating teachers had a variety of professional experiences and placements and had participated in educational technology professional development. They were interviewed about the processes they used to plan instruction, focusing upon how they determined which technologies might be used. In addition, sample technology-infused lessons were observed to see how the plans were put into action.

Terpstra, M. A. (2009). Developing Technological Pedagogical Content Knowledge: Preservice teachers’ perceptions of how they learn to use educational technology in their teaching.  Doctoral dissertation, Michigan State University.

This study uses activity theory and current conceptions of knowledge for teaching content with technology to analyze the working knowledge and experience of a group of seven preservice teachers in order to yield insights into how preservice teachers learn to teach with technology. Findings showed that the preservice teachers exhibited more TK than TPK and TPACK. A developmental trajectory of learning to teach with technology is suggested that takes into account knowledge exhibition and breadth.

9. Learning and Doing More with TPACK

Interested in learning more about TPACK or getting more involved in the TPACK community?  Here are a few ideas:

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Have a great new school year, everyone!  We’ll be back in late October with issue #5 of the TPACK Newsletter.

- Judi, Matt, Mario, and Punya

Judi Harris,                   Chair, College of William & Mary

Matt Koehler,               Vice-Chair, Michigan State University
Mario Kelly,                 Futon, Hunter College

Punya Mishra
,              Recliner, Michigan State University

A few randomly selected blog posts…

New optical illusion: An oscillating visual paradox!

New optical illusion: An oscillating visual paradox!

A design for the word "illusions" inspired by a design by Scott Kim.  I have been obsessed with optical illusions for for a long time. This interest has played out in many ways: from the hundreds of ambigrams I have created to the new year’s videos we create as a...

Happy New Year

For the past couple of years now, our family has been creating new year's greetings using stop-motion video. This year was no exception. Here it is (on Vimeo) A very wonderful holidays and a very happy new year to all of...

A NEW definition of creativity: Next article in series

The latest in our series Rethinking Technology and Creativity in the 21st Century is now available. The article was co-authored with Danah Henriksen (and the Deep-Play Research Group) and it titled: A NEW approach to defining and measuring creativity. In this article...

Teaching to learning styles, what hogwash

There is an article in today's Chronicle titled Matching Teaching Style to Learning Style May Not Help Students. I have been somewhat skeptical of the learning styles literature for a while, not the least for hearing the phrase being bandied about without much...

AACTE Major Forum Presentation

I include below a copy of the AACTE Major Forum presentation (announcement here) that I made at New Orleans on Saturday, February 9. There were other things that I participated in (as listed here) and I will post about them later. Matt was supposed to do this talk (as...

The rise of TPACK

Matt Koehler just created a webpage that tracks the citations of our original TCRecord article, as reported by Google Scholar, in real time. The reference is as follows: Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A new...

Browsing for gender

Just found out about this rather nifty tool that looks at your browser history and estimates your gender. My personal results were as follows: Likelihood of you being FEMALE is 24% Likelihood of you being MALE is 76% Try it out for yourself, or read more about how...

A certain ambiguity

Certain Ambiguity, book cover A Certain Ambiguity: A Mathematical Novel is a book written by two of my high school friends, Gaurav Suri and Hartosh Singh Bal.


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