Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education

Authors

Todd Cherner, Portland State UniversityFollow
Douglas Smith, Coastal Carolina University

Published In

The New Educator

Document Type

Citation

Publication Date

6-2016

Abstract

As technology continues developing and being integrated into all facets of society, it has a direct impact on education. In response, TPACK (Mishra & Koehler, 2006) was developed as a framework to guide how teachers think about the relationship between their knowledge of pedagogy, content, and technology. However, since its first articulation, significant changes to the technology have occurred. Plus, upon careful review, TPACK’s basis in research, selection of terms, and focus on teacher knowledge limited its usefulness. In response, research that supports TPACK’s multiple dimensions was added, which resulted in TPACK being focused on students learning twenty-first-century skills.

Rights

© 2016 CCNY and ATE

Description

This is the published version

Locate the Document

https://doi.org/10.1080/1547688X.2015.1063744

DOI

10.1080/1547688X.2015.1063744

Persistent Identifier

http://archives.pdx.edu/ds/psu/20171

Citation Details

Todd Cherner & Douglas Smith (2016): Reconceptualizing TPACK to Meet the Needs of Twenty-First-Century Education, The New Educator, DOI: 10.1080/1547688X.2015.1063744