Twenty years. That’s how long it’s been since Matt Koehler and I published the 2006 article that gave the TPACK framework its name. The core ideas have aged reasonably well, even as the technologies around us have shape-shifted in ways we never anticipated. What we couldn’t have predicted was the community that would grow around these ideas, scholars and practitioners who have pushed, prodded, critiqued, and extended the framework far beyond what two guys sitting in the 5th floor of Erickson Hall at Michigan State could have imagined.
Though the original article was the spark, it was in many ways the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators that brought the work to a wider audience. The first edition appeared in 2008, edited by the AACTE Committee on Innovation and Technology, with Matt and me contributing an introductory chapter. The second edition followed in 2016, with Mary Herring at the helm and Matt and me in supporting roles. Now, I’m pleased to share that the third edition is here.
This time around, the editorial team included Michael Phillips (Monash University), Evrim Baran (Iowa State), Matt Koehler (Michigan State), and myself (now at Arizona State). I should be honest: Michael did much of the heavy lifting. Coordinating a project of this scope, wrangling authors, managing timelines, maintaining quality, is grueling work, and don’t get me started on getting permissions for the images! And Michael handled all this with patience, precision and Grace. Evrim and Matt were, as always, thoughtful collaborators who made everything better.
The field has matured, and the handbook reflects that. You’ll find revised conceptualizations of the framework itself, new measurement approaches, and a genuinely international set of perspectives that earlier editions lacked. Context, always implicit in TPACK, gets more direct attention here, which matters given how varied and complex educational environments have become. And yes, we do take on AI, but to be fair the bulk of the writing happened as the AI hurricane was just picking up speed.
All that said, the questions the framework was built to address—what knowledge do teachers need to integrate technology meaningfully?—turn out to be exactly the right questions for an era of generative AI, algorithmic systems, and data-driven tools. The technology has changed; the underlying questions have not.
Finally it is important to acknowledge the many colleagues whose work fills these pages. The framework started with a single article, but it has grown only because so many people took it seriously enough to argue with it, test it, adapt it, and make it useful in contexts we never imagined. This third edition belongs to that ongoing, collective effort as much as it does to any of us whose names appear on the cover.
The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Third Edition is available now from Routledge or your favorite book store.
A link to the pre-publication version of the introduction and table of contents is given at the end of this post.
The Covers
Putting together a new edition gave me an excuse to revisit something I’ve quietly obsessed over: the covers. The first edition’s cover was entirely the work of Smita Sawai (my wife and an amazing graphic designer). Her design gave the book a visual identity that resonated far more than any of us expected. I took over the design work for the second and third editions. The image below shows the published covers of the first, second and third editions.
The one’s that didn’t make it
Of course, there were also the covers that did not make it. The image below captures some of rejected cover designs. I just realized that a variant of one of the original designs for the first handbook made it to the 2nd Edition.
Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Edited by Michael Phillips, Evrim Baran, Punya Mishra & Matthew Koehler. Routledge.
Table of Contents
Introduction to the Third Edition of the TPACK Handbook (preprint version)
SECTION I TPACK and Context
- Enacting Technological Pedagogical Content Knowledge in the COVID-19 Era: Advancements in Understanding Contextual Factors—Charoula Angeli
- TPACK’s Contextual Knowledge: Exploring EFL Teachers’ Technological Pedagogical Practices in Iran, Libya, Syria, Tunisia, and Yemen — Ali Garib and Denise A. Schmidt-Crawford
- Reimagining TPACK in the Landscape of Early Childhood Education — Ilene R. Berson and Michael J. Berson
- Developing Teachers’ Contextual Knowledge and TPACK in a Pedagogical Change Laboratory — Caroline Duret and Margarida Romero
SECTION II TPACK Framework and Theory
- TP(A)CK’s Many Derivatives: Accretion or Evolution? — Judith B. Harris
- Introducing FULL TPACK: Expanding the TPACK Framework to Include a Comprehensive View of Contextual Knowledge (XK) — Ray R. Buss and Teresa S. Foulger
- TPACK as a Resource for Teaching Professional Ethical Knowledge in the Training of Social Sciences Teachers — Isabel María Gómez-Trigueros
- ConteXt Is Key: UDL and TPACK = Universal Access to Learning — Sheri Vasinda and Jodi Pilgrim
SECTION III TPACK in Practice
- Applying the TPACK Framework: Guiding Faculty Development for Generative Artificial Intelligence Literacy — Jeremy Dickerson and Todd Cherner
- TPACK Development in Teacher Education: A Simulation-Based Learning Approach — Taibe Kulaks?z and Özge Kelleci
- Implications of the TPACK Framework for Developing Computationally Literate Preservice Teachers — Chrystalla Mouza, Anne Ottenbreit-Leftwich, Mike Karlin, and Nitasha Mathayas
- Linking TPACK and Equity-Based Mathematics Teaching — Drew Polly, Madelyn Colonnese, and Christie Martin
- Challenges and Opportunities: The Influence of Artificial Intelligence Powered Tools on Developing Teachers’ TPACK — Mia Kim Williams
SECTION IV TPACK Research and Approaches
- How Is TPACK Used in PK-12 Technology Integration Professional Development Models?: A Systematic Literature Review — Daniel James Mourlam, Yi Jin, Teresa S. Foulger, Liz Ebersole, and Jon M. Clausen
- Examining Dimensions of Preservice Teachers’ TPACK for Elementary Mathematics — Fitsum F. Abebe and Martonia Gaskill
- Measuring TPACK Learning: A Modern Measurement Approach for TPACK — Ralph Saubern
- Gathering Evidence of Teachers’ TPACK through Discourse Analysis of Their Coursework in an Online Professional Development Course: A Case Study — Mark Winston Visonà, Carol A. Chapelle, ?ebnem Kurt, Junghun Yang, Agata Guskaroska, and Fatemeh Bordbarjavidi