Considering the role of zone of proximal development and constructivism in supporting teachers’ TPACK and effective use of technology

Abstract

This article examines Vygotsky’s (1978) Zone of Proximal Development (ZPD) and Tharp and Gallimore’s (1988) application of ZPD for teacher learning that can be used as a framework to develop teachers’ and teacher candidates’ Technological Pedagogical Content Knowledge (TPACK). We synthesize these ideas and provide vignettes from both teachers and teacher candidates that describe how ZPD can inform the way teachers’ TPACK is developed. We argue that the stages of ZPD (Tharp & Gallimore, 1988) provide a helpful framework for the development of teacher candidates’ and in-service teachers’ TPACK through experiential learning opportunities that include the reflection of the intersection of technologies, pedagogies, and content knowledge. The implication of our paper includes a call for long-term systematic examinations of strategies to support teachers and teacher candidate development of TPACK.