Instructional Planning Activity Types as Vehicles for Curriculum-Based TPACK Development

TLDR

Teachers’ knowledge is situated, event‑structured, episodic, and their planning is contextually sensitive, routinized, and activity‑based, while TPACK integrates curriculum content, pedagogy, and technology. The chapter proposes a TPACK development method that draws on research about teachers’ knowledge and instructional planning to guide curriculum‑based technology integration. The method combines technologically supported learning activity types within and across content‑keyed activity type taxonomies.

Abstract

Teachers' knowledge is situated, event-structured, and episodic. Technology, pedagogy and content knowledge (TPACK) - one form of highly practical professional educational knowledge - is comprised of teachers' concurrent and interdependent curriculum content, general pedagogy, and technological understanding. Teachers' planning - which expresses teachers' knowledge-in-action in pragmatic ways -- is situated, contextually sensitive, routinized, and activity-based. To assist with the development of teachers' TPACK, therefore, we suggest using what is understood from research about teachers' knowledge and instructional planning to form an approach to curriculum-based technology integration that is predicated upon the combining of technologically supported learning activity types within and across content-keyed activity type taxonomies. In this chapter, we describe such a TPACK development method.