Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators

The third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge. One of the most highly cited and widely recognized frameworks in educational technology, the TPACK construct provides teachers with the knowledge and skills they need to meaningfully integrate technology into teaching in specific content areas. This thorough, substantive revision explores the emerging theoretical developments, empirical efforts, digital technologies, and diverse contextual factors that impact TPACK’s evolution and enactment around the world. Critical perspectives on TPACK, research on its deployment across specific content areas, and integration into teacher education and professional development frame a variety of new and updated chapters covering research methods, contextual knowledge, artificial intelligence, and more. The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is simultaneously a mandate and a manifesto on engagement with technology in today’s classrooms.

Table of Contents:
Introduction Section I: TPACK and Context 1. Enacting Technological Pedagogical Content Knowledge in the COVID-19 Era: Advancements in Understanding Contextual Factors 2. TPACK’s Contextual Knowledge: Exploring EFL Teachers’ Technological Pedagogical Practices in Iran, Libya, Syria, Tunisia, and Yemen 3. Reimagining TPACK in the Landscape of Early Childhood Education 4. Developing Teachers’ Contextual Knowledge and TPACK in a Pedagogical Change Laboratory Section II: TPACK Framework and Theory 5. TP(A)CK’s Many Derivatives: Accretion or Evolution? 6. Introducing FULL TPACK: Expanding the TPACK Framework to Include a Comprehensive View of Contextual Knowledge (XK) 7. TPACK as a Resource for Teaching Professional Ethical Knowledge in the Training of Social Sciences Teachers 8. Context Is Key: UDL and TPACK = Universal Access to Learning Section III: TPACK in Practice 9. Applying the TPACK Framework: Guiding Faculty Development for Generative Artificial Intelligence Literacy 10. TPACK Development in Teacher Education: A Simulation-Based Learning Approach 11. Implications of the TPACK Framework for Developing Computationally Literate Preservice Teachers 12. Linking TPACK and Equity-Based Mathematics Teaching 13. Challenges and Opportunities: The Influence of Artificial Intelligence Powered Tools on Developing Teachers’ TPACK Section IV: TPACK Research and Approaches 14. How Is TPACK Used in PK-12 Technology Integration Professional Development Models?: A Systematic Literature Review 15. Examining Dimensions of Preservice Teachers’ TPACK for Elementary Mathematics 16. Measuring TPACK Learning: A Modern Measurement Approach for TPACK 17. Gathering Evidence of Teachers’ TPACK through Discourse Analysis of Their Coursework in an Online Professional Development Course: A Case Study

About the Author :
Michael Phillips is Professor of Digital Transformation in the Faculty of Education at Monash University, Australia. Evrim Baran is Professor of Educational Technology and Human-Computer Education at Iowa State University, USA. Punya Mishra is Director of Innovative Learning Futures at the Learning Engineering Institute and Professor at the Mary Lou Fulton College of Teaching and Learning Innovation at Arizona State University, USA. Matthew J. Koehler is Professor of Educational Psychology and Educational Technology at Michigan State University, USA.

Review :
“The first two editions of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators have been definitive resources for the field. In this new edition, the editors and contributors capture the continued evolution of the TPACK framework. For this reason, the third edition promises to be an essential text for scholars interested in the knowledge developed by teachers who meaningfully integrate technology into their teaching.” —Joshua Rosenberg, Associate Professor of STEM Education, Coordinator of the Educational Data Science Graduate Certificate Program, and Faculty Fellow in the College of Emerging and Collaborative Studies at The University of Tennessee, Knoxville, USA “This new edition marks a critical maturation and significant step forward for a TPACK framework that has already been fruitful for so many educators and researchers alike. It is incredibly exciting to see contributions that include diverse perspectives working to connect the framework with emerging topics. The editors and contributors should be congratulated for propelling TPACK into its next twenty years.” —Aaron Kessler, Associate Director of Learning Sciences & Teaching for MIT Open Learning at the Massachusetts Institute of Technology, USA “You cannot think about quality teaching at any level today without considering how technological, pedagogical, and content knowledge overlap. It is imperative to know the research on TPACK and be able to practically apply it to your teaching practice. This handbook is assembled by some of the original and best thinkers around TPACK and is needed now more. The rate of change in technology is ever increasing and dominating headlines. Therefore, it is all the more imperative to consider the how the interactions between technology, pedagogy and content are also changing and this handbook will do just that.” —David Slykhuis, Dean of the College of Education and Human Services at Valdosta State University, USA, and Chair of the National Technology Leadership Summit “For the past two decades, the TPACK framework has played an important role in guiding research and practice related to the integration of technology in teaching. This third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a key resource for researchers and practitioners alike, bringing together the latest scholarly developments in the field.” —Charles R. Graham, Professor and Associate Dean - MSE of Instructional Psychology and Technology at Brigham Young University, USA “As a researcher and an educator who’s passionate about integrating technology into teaching and learning I am very happy with this third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Drawing from previous research and edited by leading scholars in this field the handbook offers new insights into the TPACK framework’s application and its implications for practice. It promises to be an invaluable resource for educators and researchers alike and, just as the previous editions, it will be an essential reference book for anyone committed to enhancing teaching and learning through technology-integrated approaches.” —Petra Fisser, educational advisor in the College of Health Care at ROC van Twente, The Netherlands “This third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a must for scholars and practitioners concerned with teachers' integration of technology into their teaching. The handbook deepens conceptual understanding of TPACK, emphasizes the importance of context, broadens ways in which TPACK can be researched, and provides practical examples of the importance of TPACK when using new technologies such as AI.” —Joke Voogt, Professor in the College of Child Development and Education at the University of Amsterdam, The Netherlands “The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Third Edition, is an essential resource for researchers and practitioners in educational technology. Featuring an international group of scholars, it underscores the global relevance of Technological Pedagogical and Content Knowledge (TPACK) research. The volume highlights the importance of contextual factors in TPACK's development and application, offering crucial insights for technology integration in diverse educational environments. It addresses recent technological advancements, including AI, presenting new opportunities and challenges for schools. This edition provides a thorough overview of current research and anticipates future trends, demonstrating TPACK's versatility and applicability across cultural and institutional settings. Emphasizing contextual understanding, it enables educators to tailor their approaches to learners' needs. By exploring the interplay between technology, pedagogy, and content, the handbook equips readers to navigate modern education's complexities, making it a pivotal reference for advancing TPACK understanding and development globally.” —Dominik Petko, Director of the Teacher Education Programme for Upper Secondary Education in the Institute of Education at the University of Zurich, Switzerland “As a teacher educator researcher from 1980s to today, I have consistently described teachers’ knowledge for teaching their content with technologies as a transformed knowledge: a distinct whole, created through blending the multiple subsets created by the intersection of content, pedagogy and technology, such that they are rearranged, merged, organized, integrated and assimilated so none are any longer individually discernible. Initially, the TPACK Venn diagram focused researchers more toward the diagram’s components. After 2016, the research paid more attention to understanding the transformed vision of TPACK. I look forward to reading how the strong editorial team reveals new approaches for investigating teachers’ knowledge transformation, specifically how Artificial Intelligence and Contextual Knowledge are merged in this vision and described in the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Third Edition, through its four sections TPACK Research and Approaches, TPACK Theory and Framework, TPACK in Practice and TPACK in Context.” —Maggie Niess, Professor Emeritus of Science and Mathematics Education in the Department of Science and Mathematics Education at Oregon State University, USA “If you are new to TPACK, an experienced methodological researcher of TPACK, or seeking the relationship of TPACK to the post pandemic era and emergence of artificial intelligence, this book will provide insightful explorations of new ways for thinking. As we enter a different phase in education systems around the world, we need ways of reasoning about technological advancement that draw on well-developed theoretical frameworks. This book presents such a miscellanea of TPACK methods, concepts and applications that elucidate critical, and clear pathways forward at a time that is uncertain.” —Sarah Prestridge, Professor in the School of Education and Professional Studies at Griffith University, Australia “The third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is invaluable for educational technology researchers and teachers. Edited by renowned and highly respected scholars Punya Mishra, Matthew Koehler, Evrim Baran, and Michael Phillips, the book offers a comprehensive and nuanced exploration of the TPACK framework since the last edition in 2016. This framework is essential for understanding the intersection of technology, pedagogy, and content knowledge in educational settings. The editors, all leaders in their fields, bring a wealth of expertise and insight, making the handbook both authoritative and practical. This book is a must-have for educators looking to enhance their teaching with technology or researchers aiming to deepen their understanding of TPACK. It provides a robust foundation for integrating technology in pedagogically sound and content-rich ways, fostering innovative and effective teaching practices.” —Aroutis Foster, Interim Dean and Professor of Learning Sciences and Technologies in the School of Education at Drexel University, USA “Since its inception in 2006, the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators has been pivotal in advancing both scholarly understanding and practical applications of the nuanced, interconnected knowledge required for effective technology integration in education. The third edition of this seminal work offers essential updates to the TPACK framework and theory, presenting a comprehensive overview of diverse research methodologies and approaches. It not only delves into the theoretical underpinnings but also bridges the gap to practical application, acknowledging the inherent complexity of TPACK. Crucially, it provides valuable insights into supporting teachers in developing and applying this integrative knowledge in their instructional practices, ultimately enhancing their capacity to facilitate enriched learning experiences for students. This edition stands as an indispensable resource for researchers and educators committed to advancing the field of educational technology.” —Mark Hofer, Senior Director of the Learning & Design Lab in the Office of Strategic Cultural Partnerships and Professor of Educational Technology in the Curriculum & Instruction Department in the School of Education at the College of William & Mary, USA “The first two editions of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators have been definitive resources for the field. In this new edition, the editors and contributors capture the continued evolution of the TPACK framework. For this reason, the third edition promises to be an essential text for scholars interested in the knowledge developed by teachers who meaningfully integrate technology into their teaching.” —Joshua Rosenberg, Associate Professor of STEM Education, Coordinator of the Educational Data Science Graduate Certificate Program, and Faculty Fellow in the College of Emerging and Collaborative Studies at The University of Tennessee, Knoxville, USA “This new edition marks a critical maturation and significant step forward for a TPACK framework that has already been fruitful for so many educators and researchers alike. It is incredibly exciting to see contributions that include diverse perspectives working to connect the framework with emerging topics. The editors and contributors should be congratulated for propelling TPACK into its next twenty years.” —Aaron Kessler, Associate Director of Learning Sciences & Teaching for MIT Open Learning at the Massachusetts Institute of Technology, USA “You cannot think about quality teaching at any level today without considering how technological, pedagogical, and content knowledge overlap. It is imperative to know the research on TPACK and be able to practically apply it to your teaching practice. This handbook is assembled by some of the original and best thinkers around TPACK and is needed now more. The rate of change in technology is ever increasing and dominating headlines. Therefore, it is all the more imperative to consider the how the interactions between technology, pedagogy and content are also changing and this handbook will do just that.” —David Slykhuis, Dean of the College of Education and Human Services at Valdosta State University, USA, and Chair of the National Technology Leadership Summit “For the past two decades, the TPACK framework has played an important role in guiding research and practice related to the integration of technology in teaching. This third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a key resource for researchers and practitioners alike, bringing together the latest scholarly developments in the field.” —Charles R. Graham, Professor and Associate Dean - MSE of Instructional Psychology and Technology at Brigham Young University, USA “As a researcher and an educator who’s passionate about integrating technology into teaching and learning I am very happy with this third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. Drawing from previous research and edited by leading scholars in this field the handbook offers new insights into the TPACK framework’s application and its implications for practice. It promises to be an invaluable resource for educators and researchers alike and, just as the previous editions, it will be an essential reference book for anyone committed to enhancing teaching and learning through technology-integrated approaches.” —Petra Fisser, educational advisor in the College of Health Care at ROC van Twente, The Netherlands “This third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is a must for scholars and practitioners concerned with teachers' integration of technology into their teaching. The handbook deepens conceptual understanding of TPACK, emphasizes the importance of context, broadens ways in which TPACK can be researched, and provides practical examples of the importance of TPACK when using new technologies such as AI.” —Joke Voogt, Professor in the College of Child Development and Education at the University of Amsterdam, The Netherlands “The Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Third Edition, is an essential resource for researchers and practitioners in educational technology. Featuring an international group of scholars, it underscores the global relevance of Technological Pedagogical and Content Knowledge (TPACK) research. The volume highlights the importance of contextual factors in TPACK's development and application, offering crucial insights for technology integration in diverse educational environments. It addresses recent technological advancements, including AI, presenting new opportunities and challenges for schools. This edition provides a thorough overview of current research and anticipates future trends, demonstrating TPACK's versatility and applicability across cultural and institutional settings. Emphasizing contextual understanding, it enables educators to tailor their approaches to learners' needs. By exploring the interplay between technology, pedagogy, and content, the handbook equips readers to navigate modern education's complexities, making it a pivotal reference for advancing TPACK understanding and development globally.” —Dominik Petko, Director of the Teacher Education Programme for Upper Secondary Education in the Institute of Education at the University of Zurich, Switzerland “As a teacher educator researcher from 1980s to today, I have consistently described teachers’ knowledge for teaching their content with technologies as a transformed knowledge: a distinct whole, created through blending the multiple subsets created by the intersection of content, pedagogy and technology, such that they are rearranged, merged, organized, integrated and assimilated so none are any longer individually discernible. Initially, the TPACK Venn diagram focused researchers more toward the diagram’s components. After 2016, the research paid more attention to understanding the transformed vision of TPACK. I look forward to reading how the strong editorial team reveals new approaches for investigating teachers’ knowledge transformation, specifically how Artificial Intelligence and Contextual Knowledge are merged in this vision and described in the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators, Third Edition, through its four sections TPACK Research and Approaches, TPACK Theory and Framework, TPACK in Practice and TPACK in Context.” —Maggie Niess, Professor Emeritus of Science and Mathematics Education in the Department of Science and Mathematics Education at Oregon State University, USA “If you are new to TPACK, an experienced methodological researcher of TPACK, or seeking the relationship of TPACK to the post pandemic era and emergence of artificial intelligence, this book will provide insightful explorations of new ways for thinking. As we enter a different phase in education systems around the world, we need ways of reasoning about technological advancement that draw on well-developed theoretical frameworks. This book presents such a miscellanea of TPACK methods, concepts and applications that elucidate critical, and clear pathways forward at a time that is uncertain.” —Sarah Prestridge, Professor in the School of Education and Professional Studies at Griffith University, Australia “The third edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators is invaluable for educational technology researchers and teachers. Edited by renowned and highly respected scholars Punya Mishra, Matthew Koehler, Evrim Baran, and Michael Phillips, the book offers a comprehensive and nuanced exploration of the TPACK framework since the last edition in 2016. This framework is essential for understanding the intersection of technology, pedagogy, and content knowledge in educational settings. The editors, all leaders in their fields, bring a wealth of expertise and insight, making the handbook both authoritative and practical. This book is a must-have for educators looking to enhance their teaching with technology or researchers aiming to deepen their understanding of TPACK. It provides a robust foundation for integrating technology in pedagogically sound and content-rich ways, fostering innovative and effective teaching practices.” —Aroutis Foster, Interim Dean and Professor of Learning Sciences and Technologies in the School of Education at Drexel University, USA “Since its inception in 2006, the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators has been pivotal in advancing both scholarly understanding and practical applications of the nuanced, interconnected knowledge required for effective technology integration in education. The third edition of this seminal work offers essential updates to the TPACK framework and theory, presenting a comprehensive overview of diverse research methodologies and approaches. It not only delves into the theoretical underpinnings but also bridges the gap to practical application, acknowledging the inherent complexity of TPACK. Crucially, it provides valuable insights into supporting teachers in developing and applying this integrative knowledge in their instructional practices, ultimately enhancing their capacity to facilitate enriched learning experiences for students. This edition stands as an indispensable resource for researchers and educators committed to advancing the field of educational technology.” —Mark Hofer, Senior Director of the Learning & Design Lab in the Office of Strategic Cultural Partnerships and Professor of Educational Technology in the Curriculum & Instruction Department in the School of Education at the College of William & Mary, USA