Integrating technology into lessons using a TPACK-based design guide

Abstract

The Technological Pedagogical Content Knowledge (TPACK) framework, first discovered by Mishra and Koehler in 2006, has gained much interest among teacher educators as it recognises that pedagogical uses of technology are greatly influenced by the content domains in which they are situated in. Recent studies on the TPACK framework have been focused mainly on analysing the TPACK constructs and measuring as well as assessing TPACK of teachers. However, how TPACK can be utilized by teachers to guide them to integrate technology into their teaching has yet been well developed. This paper describes a proposed TPACK-based design guide for teachers to use when they consider integrating technology into their lessons. A case vignette that further articulates the design guide is included. © 2010 Soong Swee Kit, Alan and Tan, Seng Chee.