Implementing Quality Corporate HealthCare Continuing Education Utilizing the TPACK Model of
Instruction.
by
David M. DeLaire
A DISSERTATION PROSPECTUS
Submitted in partial fulfillment of the requirements for the degree of
Doctor of Philosophy,
in the Program of Instructional Leadership,
in the Graduate School of
The University of Alabama
TUSCALOOSA, ALABAMA
2014
Table of Contents
Contents
CHAPTER 1 - INTRODUCTION ................................................................................................................ 3
Introduction ........................................................................................................................................... 3
Statement of the Problem ...................................................................................................................... 3
Statement of Purpose ............................................................................................................................ 4
Significance of the Problem .................................................................................................................. 5
Theoretical Framework ......................................................................................................................... 6
Research Questions ............................................................................................................................... 7
CHAPTER 2 - REVIEW OF THE LITERATURE ...................................................................................... 7
Introduction ........................................................................................................................................... 7
Defining the Six Individual and Blended TPACK Knowledge Areas .................................................. 8
Defining TPACK ................................................................................................................................ 11
TPACK Challenges ............................................................................................................................. 12
Applying TPACK ............................................................................................................................... 13
Measuring TPACK ............................................................................................................................. 14
Technology in Healthcare Training .................................................................................................... 15
Summary ............................................................................................................................................. 16
CHAPTER 3 - METHODS ......................................................................................................................... 17
Introduction ......................................................................................................................................... 17
Setting of the Study ............................................................................................................................. 17
Instrumentation ................................................................................................................................... 17
Data Collection ................................................................................................................................... 18
Data Analysis ...................................................................................................................................... 18
REFERENCES .......................................................................................................................................... 19
CHAPTER 1 - INTRODUCTION
Introduction
The Technological Pedagogical Content Knowledge TPACK framework consists of
seven components that represent the expertise required to successfully implement technology
into instructional settings. The TPACK idea was an extension to the Pedagogical and Content
Knowledge concept originally founded by Lee Shulman (Koehler, 2011). The three primary
pillars of TPACK consist of Technology Knowledge, Content Knowledge, and Pedagogical
Knowledge. TPACK is complex and requires the interaction of many moving parts. It is when
all three of these knowledge domains converge that TPACK is realized.
The fundamental theme behind TPACK is essentially Gestalt theory. When we examine
TPACK it important to concentrate on the whole, which in the case of TPACK is the centralized
merger of knowledge. The individual separate knowledge pillars should be understood but
fundamentally TPACK is an example of the Gestalt’s premise that “The Whole is More Than the
Sum of Its Parts” (Hufnus, 2014 – better source needed).
Statement of the Problem
The educational landscape has changed a great deal in the past three decades as new
technologies have been introduced at an amplified rate. The implementation and integration of
technology into educational strategies has become increasingly important. TPACK looks at the
integral perquisite knowledge components: Pedagogical, Technological, and Content along with
their various levels of synthesis (Koehler, 2011). The idea of synthesis has become an
increasingly important requirement and it is often difficult for instructors to achieve the
integration of technology into their instruction.
Healthcare is a 24, 7, and 365 day environment, which requires flexible technological
based solutions for fulfilling educational requirements. Most major healthcare facilities have
entire departments devoted to developing education and training. However the potential
application and examination of TPACK on the corporate healthcare training and education
backdrop is missing from the current research body.
It is unclear which forms of TPACK knowledge components currently exists among
healthcare trainers. Additionally the levels of their existing knowledge and whether or not they
are achieving the synthesizing effects of these knowledge areas needed to achieve TPACK has
yet to be explored. This study will look into the educational settings that are being implemented
in healthcare, including those that are mandated by the federal and state governments. This
study will focus specifically in the areas of delivery by instructors and eLearning to assess
whether or not there is a blending of technology, pedagogy, and content knowledge.
Statement of Purpose
This study will seek to explore the existing practical applications of the TPACK model
and incorporate key findings into a model that could be applied to the unexplored educational
area of TPACK and healthcare training. This new potential application of TPACK will take into
account the fact that continuing education in healthcare faces many challenges including
government mandates, challenging student schedules, and robust content. A feasibility
assessment on TPACK’s applicability into healthcare training is the primary motivation and
deliverable from this study.
TPACK has many viable applications beyond the traditional classroom setting. Most
research incorporating the TPACK model to date has focused predominantly on primary,
secondary, and higher education environments. This study will investigate the applicability and
potential value that TPACK can add to a healthcare training model.
This exploration into applying the TPACK into the healthcare education setting will also
investigate how well technological, pedagogical, and content knowledge are being synthesized
and utilized in integrating quality educational solutions to the challenges faced by healthcare
education departments. Clarity on the current and potential application of TPACK in healthcare
will be investigated by looking at healthcare education program directors’ and instructors’
knowledge of the core components of the TPACK model and their proficiency to accurately
blend these knowledge areas into quality educational solutions.
Significance of the Problem
Very little research exists on TPACK’s specific applications to corporate learning and
eLearning initiatives. The trend of continuing education is growing and becoming very common
place in many job settings. It is required by government mandates in some situations. In
particular, healthcare requires that personnel fulfilling roles in nursing, pharmacy technician,
electronic health records, billing and coding, patient care assistants, medical administrative
assistances, EKG technicians, and Phlebotomy technicians all continue to stay current in their
chosen skillsets through required education.
Analyzing the potential merger of the TPACK method to both the corporate training and
healthcare domains will fill a significant gap in education research, which has primarily focused
on these knowledge areas and synthesizing concepts with traditional K12 and higher education
programs. Information and findings will be focused on learning about the level and channels of
knowledge acquisition as it relates to the main pillars of TPACK. These findings will also help
improve healthcare education and training programs by identifying knowledge gaps and
providing guidance in improving education and technology integration within healthcare.
This study explores the Pedagogical Knowledge, Content Knowledge, and Technological
Knowledge in the corporate healthcare education sector. Healthcare education and training
departments will be investigated using the TPACK model to gain insight into how prepared and
successful educational decision makers in healthcare training are with TPACK concepts. An
assessment on their background knowledge and capability to implement TPACK enriched
solutions will also be included in the evaluation of this study.
Theoretical Framework
This study will utilize the conceptual framework known as Technological, Pedagogical,
and Content Knowledge or TPACK. TPACK was formerly referred to as “TPCK” in the
literature until 2008, when the research community shifted to using the more easily spoken
TPACK (Thompson, 2008). This model was derived from Lee Shulman’s concept of
pedagogical knowledge blended with applicable and specific content knowledge. Shulman’s
work in this area began in the 1980’s and has evolved out of necessity since the late 1990’s to
include technology. The TPACK model’s foundation relies on a new and complex knowledge
that is achieved only after the effective integration of technology with pedagogy occurs for a
specific subject matter. This blend of disciplines results in a higher order knowledge that will
result in effective teaching and learning (Koehler, 2011). At the core of this idea is the notion
that instructors must have obtained the prerequisite proficiency in these three pillars of the
model. This is needed in order to properly merge the knowledge areas and teach towards the
idealistic TPACK target area of these cornerstones. The TPACK model is evolving quickly with
the fast pace of new technology, this progressive model is applicable to a variety of areas of
modern teaching and learning.
Research Questions
The primary research question for this study is: Is the TPACK model applicable to corporate
healthcare continuing education initiatives? Secondary research questions consist of the
following:
1. What obstacles exist to implementing TPACK in corporate healthcare environment?
a. Are the lessons learned from traditional educational applications applicable to
corporate Healthcare?
2. Are corporate healthcare educators capable of providing TPACK?
a. What knowledge areas are insufficient?
b. How do we fill gaps, in particular, core knowledge areas?
c. Is it possible to fill gaps in the blended knowledge areas?
3. What role does eLearning play in corporate healthcare education?
a. Can the role of eLearning be expanded?
b. Is TPACK present and or achievable in eLearning in the healthcare environment?
4. Does corporate healthcare training have the motivation and desire to implement and
promote a successful TPACK centric training environment?
CHAPTER 2 - REVIEW OF THE LITERATURE
Introduction
This literature review will focus on TPACK and how it has been applied to real world
situations. Furthermore a look into measurement methods for TPACK will be conducted in an
attempt to see if it is plausible to take the ideas of this theoretical framework and make it
applicable to various areas of instruction, such as healthcare training. The majority of TPACK
literature is focused on pre-service teachers and programs of study. TPACK by its very nature is
a fluid notion that requires immense creativity to measure. There are multiple variations of the
knowledge area mix that can result in reaching TPACK and this has caused discrepancy among
reaching scholarly consensus as to the proper measurement of TPACK. Additionally, TPACK
has been exclusively focused on traditional K-16 teaching and learning environments and the
personal development of those that are being trained to work in K-16 settings. There is a void in
TPACK feasibility as well as application focused research among educators in non-traditional
settings, such as corporate training, coaching, and other professional organizational development
areas. It is the identification of this void that highlights the value to be added to the research
body by this study.
Defining the Six Individual and Blended TPACK Knowledge Areas
In 2006 TPACK gained widespread popularity with Mishra & Koehler’s introduction of
the model. In this introduction they outlined each of the central constructs, which is what we
will focus on in this section (Thompson, 2008). At the heart of good teaching with technology
are three core components: content, pedagogy, and technology, plus the relationships among and
between them (Koehler & Mishra, 2009).
The TPACK framework utilizes these three foundational knowledge sectors and three
blends of these knowledge segments. The three foundational knowledge sectors are depicted in
figure 1 below by pink, yellow, and blue circles and they include technological knowledge (TK),
pedagogical knowledge (PK), and content knowledge (CK). Pedagogical knowledge (PK) is
teachers’ deep knowledge about the processes and practices or methods of teaching and learning
(Koehler & Mishra, 2009, p.64). Examples of PK include how students learn, general classroom
management skills, lesson planning, and student assessment (Koehler & Mishra, 2009). PK
involves teaching and learning that spans across content areas (Doering, Veletsianos, Scharber,
& Miller, 2009). Technology knowledge (TK) is in a constant state of flux. It requires that
persons understand information technology broadly enough to apply it productively at work and
in their everyday lives, to recognize when information technology can assist or impede the
achievement of a goal, and to continually adapt to changes in information technology (Koehler &
Mishra, 2009, p.64). Finally, content knowledge (CK) or subject matter knowledge is the depth
and breadth of knowledge in a specific content area (Doering, Veletsianos, Scharber, & Miller,
2009), for this study it would be healthcare competencies and training. To proceed towards
TPACK it is fundamental that practitioners are affluent with these three primary pillars of
knowledge. This simple model represents the interaction between these three major knowledge
domains (Graham, 2011) which we will be the next focus.
Figure 1
Integrating the three pillar knowledge areas to enhance instruction by operating in the
areas where they overlap is the gateway to TPACK. These areas of overlap or blended
knowledge domains include technological pedagogical knowledge (TPK), technological content
knowledge (TCK), and pedagogical content knowledge (PCK) they are predecessors to achieving
TPACK. Pedagogical content knowledge is the oldest of these notions and has been around
since 1986 and were introduced in literature by Lee Shulman. PCK is fundamental to the
TPACK framework. Researchers must clearly understand PCK before they can productively
understand and effectively measure TPACK constructs (Graham, 2011, p.7). This area is the
most commonly focused on among traditional professional educator curriculum because it
traverses generational differences and technological ability. In summary PCK is knowledge of
pedagogy that is applicable to the teaching of specific content.
Technological content knowledge (TCK) is the understanding of how technology and
content influence and constrain each other (Koehler & Mishra, 2009). Literature on TCK
focuses on the ability of technology to both enhance and limit an instructors content knowledge
application, experienced instructors achieve TCK when they are able to selectively apply
technology to key content to enhance retention as well as teaching and learning. TCK is the area
that integrating technology is a very visible medium, such as slides on a projector to display
content. It is important to remember that this is just one component of TPACK yet this type of
technology and content integration is often the most confusing area and where many get to and
feel that they have achieved the elusive TPACK goal. Technological pedagogical knowledge
(TPK) involves developing skills to look beyond the common uses for technologies and
repurposing them for customized pedagogical purposes (Koehler & Mishra, 2009). The
evolution of the internet from a defense department initiative to a business and corporate device
and later into an educational tool is an example of this.
A point of great debate among TPACK research centers on the lack of concrete
definitions and boundaries for the knowledge areas. Many see TPACK research as loosely
established and difficult to apply outside of theoretical dialog and practice. This stems from the
argument that precise definitions are essential to a coherent theory. Promoters of this idea call
on the need for researchers to clarify the boundary conditions that enable various elements in the
framework to be distinguished from adjacent elements (Graham, 2011, p.20). The complexity of
these knowledge domains and mergers grows exponentially as instructors move towards the
targeted TPACK region. The vagueness inherent in the TPACK components seem to be this way
by design. This allows the framework to be dynamic and one that evolves. Now that a thorough
definition of the individual components of TPACK has been established it is time to look at the
elusive blend of these knowledge domains and the instructors use of their skills and past
experiences that create TPACK.
Defining TPACK
At this point we have established working and commonly accepted definitions among the
research body for the six components or prerequisites rather of TPACK. TPACK is found in the
figure 1 above at the centralized overlapping point where TPK, TCK, and PCK all complement
each other and create the synthesized effect of a utopian teaching and learning experience. This
occurs by establishing a dynamic equilibrium that changes in nearly each unique teaching and
learning encounter and among all components. A large range of factors influences how this
equilibrium is reached (Koehler & Mishra, 2009). This makes creating and recreating TPACK
very challenging, technology integration is after all a complex and wicked problem (Mishra &
Koehler, 2007, p.2214).
The TPACK framework’s value is a combination of its broad appeal and potential in our
fast paced technologically changing educational landscape (Graham, 2011). Instructors must not
only be well versed in each of the key types of knowledge but instead they must go the extra step
and grasp how these knowledge’s interact and how and when to apply them. Teaching with
technology is a complex, ill-structured task (Koehler & Mishra, 2009, 62), to handle this TPACK
is very complex, but was designed to also be flexible because of the broad and loosely defined
constructs which must be integrated (Graham, 2011). Some criticism of TPACK has surfaced
with a focus on these loosely defined constructs and the ambiguous borders between them.
However the literature seems to indicate that this has been done intentionally in order to allow
the model to shift and be molded over time as new technological educational milestones are
reached, generational gaps are narrowed, and fields such as instructional technology and
educational technology continue to mature.
TPACK Challenges
Literature on TPACK has highlighted several challenges that will potentially resurface in
this study. In many publications, the term TPACK could be substituted with the words
technology integration without significantly changing any meaning (Graham, 2011). This results
in oversimplification when attempting to apply this model to diverse and complex situations.
Instructors’ backgrounds and experiences can be very diverse. Technology integration courses
are taught with a focus on being generalists and do not attempt to provide integration with
content-specific methods courses (Keeler, 2008), which is at the core to TPACK. This is also a
contributing factor to the confusion associated with this model as it relates to instructors past
experiences and perspectives (Graham, 2011).
Another challenge that instructors and administrators interested in TPACK face is the fact
that instructors may have earned degrees, certifications, and experience at a time when
educational technology was at a very different stage of development than it is today (Koehler &
Mishra, 2009, p.62). At the same time there is a demand and push in teaching and learning to
incorporate technology and the notion that our instructional bodies have the knowledge needed
to be successful with this is often ill-conceived. Ultimately the development of TPACK by
teachers is critical to effective teaching with technology (Koehler & Mishra, 2009). The vast
majority of literature focuses on simply technology integration and not the holistic approach that
TPACK stands for. Simply pursuing technology as an add-on rather than looking for a
synthesized approach in which the whole is greater than the parts is perhaps the most difficult
ideal to change in practice.
Applying TPACK
TPACK literature indicates that there are challenges in moving from the theoretical
framework towards practical applications and measurement of the model. The majority of the
studies and articles available to this point in time have focused primarily on both theoretical
discussion and analyzing pre-service teacher professional development programs to see how well
they are preparing instructors at TPACK in the K16 setting. Literature on the successful
practical applications of TPACK are limited as are applications of TPACK outside of the
traditional K16 setting are scarce.
Measuring TPACK
The limited research available on the practical applications of TPACK mentioned above
can most likely be directly contributed to lack of a unified and accepted measurement protocol.
With the complexity and interdependence of the types of knowledge represented by the TPACK
constructs, well-triangulated ways to assess demonstrated technology integration knowledge are
needed (Hofer, Grandgenett, Harris, & Swan, 2011, p. 4352). Instructors achieve TPACK
through a varied mix of knowledge, the TPACK model depicted in figure 1 above shows all
three knowledge areas as being equal in size. However, in order to accurately measure TPACK
across individual instructors I believe that we must vary the size of the circles to show varied
skill and knowledge levels. This idea is not new and calls into question whether someone with
vast knowledge in all three areas truly has a better chance at realizing TPACK or does the sweet
spot where TPACK occurs remain constant and roughly the same size no matter how vast a
person’s knowledge depth is. This would be demonstrated by a simple variation in the distance
of the circles that would equalize the size of the TPACK area.
The most widely used TPACK measurement methods involve survey data, self-report
interview instruments with items keyed to each of the seven knowledge areas, reviews of
documents and artifacts such as lesson plans, and observed behavior. These techniques are
demonstrated in a recently revised version of TIAI Technology Integration Assessment
Instrument called Technology Integration Assessment Rubric (Harris, 2010), which was used to
assess pre-service teachers’ lesson plan documents. It was also noted that this rubric could be
expanded to interviews (Harris, 2010). Additionally another study (Doering, Veletsianos,
Scharber, & Miller, 2009) on in-service teachers provided a mixed method approach with an
interview, survey, and TPACK diagram similar to figure 1 above. It allowed them to evaluate
their TPACK and place themselves on the diagram were they see fit. This mixed method
approach provides and interview protocol and sample survey with a blend of Likert scale
questions and a place for open ended explanations totaling a manageable six questions. The goal
of the quantitative section is to present aggregate information regarding teachers’ perceptions of
their TPACK, while the qualitative section provided a deeper analysis of the meaning behind the
quantitative results (Doering, Veletsianos, Scharber, & Miller, 2009). Similar variations of these
examples have also been presented and if TPACK scholars should unite to develop a unified
measurement protocol it will need the ability remain fluid as the pillars of knowledge grow and
change and traditional validity and reliability evidence will need to be presented.
Technology in Healthcare Training
Quality education in healthcare contributes to quality of patient care and patient safety in
health systems. The healthcare industry requires continuing education among its population to
provide validation of specialty knowledge, experience, and clinical decision making. Since by
its nature healthcare is an around the clock venture, technology has become a key driver in the
way that continuing education and organizational development related to teaching and learning
occurs. It is common place in healthcare in this day and age to have systems in place such as
learning management systems and computer based training to assist in reaching a broad set of
students over a diverse timeframe. The better healthcare trainers are at teaching and learning the
safer a hospital will be, which contributes to the overall quality of care. Assessing the feasibility
of incorporating the TPACK framework into healthcare training has the potential to add value to
healthcare training and ultimately quality of care in health systems.
Summary
Current TPACK literature has focused on detailing and theorizing the knowledge
constructs and their interactions with each other. According creators Matt Koehler and Punya
Mishra (2009, p. 66), TPACK is the basis of effective teaching with technology and it requires
the following:

An understanding of the representation of concepts using technologies

Pedagogical techniques that use technologies in constructive ways to teach
content

Knowledge of what makes concepts difficult or easy to learn and how technology
can help redress some of the problems that students face

Knowledge of students’ prior knowledge and theories of epistemology

Knowledge of how technologies can be used to build on existing knowledge to
develop new epistemologies or strengthen old ones
The synthesizing of all three of these knowledge areas through concepts such as those listed
above are what forms the complex TPACK concept (Koehler & Mishra, 2009). Other areas of
TPACK that have received less research focus include the practical applications of the
framework, challenges the framework both faces and creates, and standards on unified measures
for calculating the effectiveness levels of TPACK in an instructor population. This proposed
study will fill research gaps in both the practical applications and measurement area through
building on existing concepts.
CHAPTER 3 - METHODS
Introduction
The purpose of this study is to explore the practical application of the TPACK model to
an unexplored educational area of corporate healthcare learning and education. This will help
add to the limited research body of practical TPACK applications while investigating a new
untapped area beyond the common boundary of K16 literature that currently exist.
The measuring and applying of TPACK in the healthcare education setting will provide
useful insight into how well technological, pedagogical, and content knowledge are being
integrated and utilized among instructors healthcare education departments. This study’s
purpose is to provide clarity to the current and potential level of the TPACK framework in
healthcare education and instructor proficiency. This study will use quantitative data collection
and analysis techniques.
Setting of the Study
This study will take place with nationally operated and accredited hospitals and
healthcare systems in the United States, which have a minimum of 200 beds and a department
dedicated to training, development, and instruction. Participants will be department heads and
immediate training staff responsible for the development and delivery of healthcare education.
Instrumentation
Quantitative data will be collected through online surveys. Self-reported proficiency in
TPACK will be employed by requesting instructors to evaluate their levels of proficiency in the
technology, content, and pedagogy by drawing their own custom TPACK diagram. They will be
instructed to vary the size of these three overlapping circles according to their own proficiency
and indicate where on the diagram they feel that they operate most frequently while instructing.
Survey items will be aligned with the core components and their integration with each other.
Existing research models and their application to pre-service teaching and other K16 areas will
be modified and adapted if applicable to fit this practical healthcare focused look into TPACK.
Data Collection
Data collection will occur through online surveys created utilizing Qualtrics software
solutions and other apparatuses designed to capture TPACK expertise through self-assessment.
Participants will be contacted via email and regular postal service correspondence. The list of
potential participants and their contact information will be created based on hospital size and
whether or not they have a standalone department for training and development. A web link will
be included in both formats and a short easy to use domain will be used for ease of access.
Data Analysis
Data analysis will be done using the SPSS software package used for statistical analysis.
Applicable test will include t-tests, ANOVA, regression, and chi-square. Reliability will be
calculated using Cronbach’s alpha. Graphing and charting software will also be used to visually
enhance and communicate the findings.
REFERENCES
Archambault, L. M., & Barnett, J. H. (2010). Revisiting technological pedagogical content
knowledge: Exploring the TPACK framework. Computers & Education, 55(4), 1656-1662.
Benson, Susan N. KushnerWard,Cheryl L. (2013). Teaching with technology: Using TPACK to
understand teaching expertise in online higher education. Journal of Educational Computing
Research, 48(2), 153-172. doi:10.2190/EC.48.2.c
Bos, B. (2011). Professional development for elementary teachers using TPACK. Contemporary
Issues in Technology and Teacher Education, 11(2), 167-183.
Corey, R. C. (2012). Digital immigrants teaching digital natives: A phenomenological study of
higher education faculty perspectives on technology integration with english core content.
(Ed.D., Drake University). ProQuest Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1012361489?accountid=14472. (1012361489).
Dobrovolny, J. (2006). How adults learn from self‐paced, technology‐based corporate training:
New focus for learners, new focus for designers. Distance Education, 27(2), 155-170.
Doering, A., Veletsianos, G., Scharber, C., & Miller, C. (2009). Using the technological,
pedagogical, and content knowledge framework to design online learning environments and
professional development. Journal of Educational Computing Research, 41(3), 319-346.
Duran, M., Fossum, P. R., & Luera, G. R. (2007). Technology and pedagogical renewal:
Conceptualizing technology integration into teacher preparation. Computers in the Schools,
23(3-4), 31-54.
Ferguson, T. B. (2012). Technology expenditures: A policy analysis in a selected school and
return on investment. (Ed.D., University of Florida). ProQuest Dissertations and Theses,
Retrieved from http://search.proquest.com/docview/1369522124?accountid=14472.
(1369522124).
Graham, C. R. (2011). Theoretical considerations for understanding technological pedagogical
content knowledge (TPACK). Computers & Education, 57(3), 1953-1960.
Graham, R., Burgoyne, N., Cantrell, P., Smith, L., St Clair, L., & Harris, R. (2009). Measuring
the TPACK confidence of inservice science teachers. Techtrends, 53(5), 70-79.
Hadley, J., & Lewis, J. (2013). Redesigning a corporate training program using online
technology. Paper presented at the Society for Information Technology & Teacher
Education International Conference, , 2013(1) 497-497.
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in
action: A descriptive study of secondary teachers' curriculum-based, technology-related
instructional planning. Journal of Research on Technology in Education, 43(3)
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers' technological pedagogical content
knowledge and learning activity types: Curriculum-based technology integration reframed.
Journal of Research on Technology in Education, 41(4)
Harris, J., Grandgenett, N., & Hofer, M. (2010, March). Testing a TPACK-based technology
integration assessment rubric. In Society for Information Technology & Teacher Education
International Conference (Vol. 2010, No. 1, pp. 3833-3840).
Hechter, R. P., Phyfe, L. D., & Vermette, L. A. (2012). Integrating technology in education:
Moving the TPCK framework towards practical applications. Education Research and
Perspectives, 39(1), 136-152.
Hechter, R. P., & Vermette, L. A. (2013). Technology integration in K-12 science classrooms:
An analysis of barriers and implications. Themes in Science & Technology Education, 6(2),
73. Retrieved from
http://search.ebscohost.com/login.aspx?direct=true&db=edb&AN=91526494&site=edslive&scope=site
Hofer, M., Grandgenett, N., Harris, J. B., & Swan, K. (2011). Testing a TPACK-based
technology integration observation instrument.
Hufnus, B. (2014, April 21). Gestalt Theory. Retrieved from Encyclopedia of Educational
Technology: http://www.etc.edu.cn/eet/Articles/gestalt/start.htm
Jaipal, K., & Figg, C. (2010). Unpacking the “Total PACKage”: Emergent TPACK
characteristics from a study of preservice teachers teaching with technology. Journal of
Technology and Teacher Education, 18(3), 415-441.
Jimoyiannis, A. (2010). Designing and implementing an integrated technological pedagogical
science knowledge framework for science teachers professional development. Computers &
Education, 55(3), 1259-1269.
Keeler, C. G. (2008). When Curriculum and Technology Meet: Technology Integration in
Methods Courses. Journal of Computing in Teacher Education, 25(1).
Koehler, M. J. (2011, May 13). What is TPACK?. Retrieved from http://www.tpack.org/
Koehler, M., & Mishra, P. (2012). Technological pedagogical content knowledge (TPACK)
[image]. Retrieved March 22, 2014, from http://www.matt-koehler.com/tpack/wpcontent/uploads/TPACK-new.png
Koehler, M. J., & Mishra, P. (2005). Teachers learning technology by design. Journal of
Computing in Teacher Education, 21(3), 94-102.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational
technology? the development of technological pedagogical content knowledge. Journal of
Educational Computing Research, 32(2), 131-152.
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational
technology? the development of technological pedagogical content knowledge. Journal of
Educational Computing Research, 32(2), 131-152.
Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? let me count the
ways. Educational Technology, Teacher Knowledge, and Classroom Impact: A Research
Handbook on Frameworks and Approaches, , 16-31.
Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Kollmer, M. J. (2013). The relationship between selected educational technologies and studentcentered versus teacher-centered instruction. (D.P.S., Pace University). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1459428523?accountid=14472. (1459428523).
Lin, T., Tsai, C., Chai, C. S., & Lee, M. (2013). Identifying science teachers’ perceptions of
technological pedagogical and content knowledge (TPACK). Journal of Science Education
and Technology, 22(3), 325-336.
Matherson, L. H. (2012). A case study of how and if a professional development program builds
teachers' TPACK model of instruction. (Ed.D., The University of Alabama). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1095739243?accountid=14472. (1095739243).
Mishne, J. (2012). An investigation of the relationships between technology use and teachers'
self-efficacy, knowledge and experience. (Ed.D., Pepperdine University). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1010284696?accountid=14472. (1010284696).
Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework
for teacher knowledge. The Teachers College Record, 108(6), 1017-1054.
Mishra, P., & Koehler, M. J. (2007). Technological pedagogical content knowledge (TPCK):
Confronting the wicked problems of teaching with technology. In Society for Information
Technology & Teacher Education International Conference (Vol. 2007, No. 1, pp. 22142226).
Mishra, P., Koehler, M. J., & Henriksen, D. (2010). The 7 transdisciplinary habits of mind:
Extending the TPACK framework towards 21st century learning. Educational Technology,
MORSINK, P. M., HAGERMAN, M. S., HEINTZ, A., BOYER, D., HARRIS, R., KERELUIK,
K., . . . WOODRUFF, C. (2011). Professional development to support TPACK technology
integration: The initial learning trajectories of thirteen fifth-and sixth-grade educators.
Journal of Education, 191(2)
Novak, D. (2013). The technologies of reflection: Designing flexible systems to support the
development of professional expertise. (Ph.D., University of Washington). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1428433684?accountid=14472. (1428433684).
Ottenbreit-Leftwich, A. T. (2012). The importance of using subject-specific technology uses to
teach TPACK: A case study. Developing Technology-Rich Teacher Education Programs:
Key Issues, , 152-169.
PRICE, G. P. (2013). Determining the impact of the integrated triadic model on TPACK
development in preservice teachers.
Price, S., & Oliver, M. (2007). A framework for conceptualising the impact of technology on
teaching and learning. Journal of Educational Technology & Society, 10(1)
Price, G. P. (2013). Determining the impact of the integrated triadic model on TPACK
development in preservice teachers. (Ph.D., The University of Alabama). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1372798029?accountid=14472. (1372798029).
Rothwell, W. J., Butler, M. N., Hunt, D. L., Li, J., Maldonado, C., & Peters, K. (2010). The
handbook of training technologies: An introductory guide to facilitating learning with
technology--from planning through evaluation.
Sabo, K. (2013). A mixed-methods examination of influences on the shape and malleability of
technological pedagogical content knowledge (TPACK) in graduate teacher education
students. (Ph.D., Arizona State University). ProQuest Dissertations and Theses, Retrieved
from http://search.proquest.com/docview/1427938100?accountid=14472. (1427938100).
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009).
Technological pedagogical content knowledge (TPACK): The development and validation
of an assessment instrument for preservice teachers. Journal of Research on Technology in
Education, 42(2)
Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009).
Technological pedagogical content knowledge (TPACK): The development and validation
of an assessment instrument for preservice teachers. Journal of Research on Technology in
Education, 42(2)
Shulman, L. S. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
Spencer, D. (2012). "Flipping" educational technology professional development for K-12
educators. (M.S., Michigan State University). ProQuest Dissertations and Theses,
Retrieved from http://search.proquest.com/docview/1039129029?accountid=14472.
(1039129029).
Stone, M. R. (2007). E-learning applications for career and technical education. Techniques:
Connecting Education and Careers, 82, 44-47.
Stover, S., & Veres, M. (2013). TPACK in higher education: Using the TPACK framework for
professional development. Global Education Journal, 2013(1)
Tai, S. (2013). From TPACK-in-action workshops to english classrooms: CALL competencies
developed and adopted into classroom teaching. (Ph.D., Iowa State University). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1450065611?accountid=14472. (1450065611).
Thompson, A. D. (2008). Breaking news: TPCK becomes TPACK! Journal of Computing in
Teacher Education, 24(2), 2007–2008.
Thompson, P. M. (2012). The popular profile of the digital learner: Technology use patterns and
approaches to learning. (Ph.D., Michigan State University). ProQuest Dissertations and
Theses, Retrieved from http://search.proquest.com/docview/1033212558?accountid=14472.
(1033212558).
Wilson, M. T. (2012). Using the technological pedagogical content knowledge (TPCK)
framework to explore teachers' perceptions of the role of technology in the implementation
of mCLASSRTM: Reading 3D. (Ed.D., North Carolina State University). ProQuest
Dissertations and Theses, Retrieved from
http://search.proquest.com/docview/1034252455?accountid=14472. (1034252455).