New Directions in Technological Pedagogical Content Knowledge Research

In the past decades wide-ranging research on effective integration of technology in instruction have beenconducted by various educators and researchers with the hope that the affordances of technology might beleveraged to improve the teaching and learning process. However, in order to put the technology in optimumuse, knowledge about how and in what way technology can enhance the instruction is also essential. Anumber of theories and models have been proposed in harnessing the technology in everyday lessons. Amongthese attempts Technological Pedagogical Content Knowledge (TPACK) framework introduced by Mishraand Koehler has emerged as a representation of the complex relationships between technology, pedagogy andcontent knowledge. The TPACK framework extends the concept of Shulman’s pedagogical contentknowledge (PCK) which defines the need for knowledge about the content and pedagogical skills in teachingactivities. Since then the framework has been embraced by the educational technology practitioners,instructional designers, and educators. TPACK research received increasing attention from education andtraining community covering diverse range of subjects and academic disciplines and significant progress has been made in recent years. This bookattempts to bring the practitioners and researchers to present current directions, trends and approaches, convey experience and findings, and sharereflection and vision to improve science teaching and learning with the use of TPACK framework.A wide array of topics are covered in this book including applications in teacher training, designing courses, professional development and impact onlearning, intervention strategies and other complex educational issues. Information contained in this book provides knowledge growth and insights intoeffective educational strategies in integration of technology with the use of TPACK as a theoretical and developmental tool. The book will be of specialinterest to international readers including educators, teacher trainers, school administrators, curriculum designers, policy makers, and researchers andcomplement the existing literature and published works.