Developing and Assessing TPACK Among Pre-Service Teachers: A Synthesis of Research

Abstract

There is wide recognition that technology plays a crucial role in preparing students for a global knowledge-based economy (Partnership for 21st Skills & AACTE, 2010; UNESCO, 2011). Effective use of technology in teaching and learning, however, hinges on teachers’ ability to develop knowledge and skills required to match digital tools with content and pedagogy. This knowledge is represented in the framework of Technological Pedagogical Content Knowledge (TPACK), which has been used to conceptualize effective teaching with technology (Mishra & Koehler, 2006).