If there is TPACK, is there technological pedagogical reasoning and action?

Judith B. Harris, Michael Phillips

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review


Substantial evidence from research done with both preservice and inservice teachers demonstrates that the nature of teachers' knowledge is expanded and changed when educational technologies are incorporated effectively into teaching. If teachers infuse use of digital tools and resources in their praxis — that is, if they use them to access and comprehend content and teaching materials, to facilitate students' learning, and/or to reflect upon their teaching and their students' learning — does this use of digital technologies also change the fundamental nature of their educational planning and decision-making? Several researchers have asserted that it does. In this critical literature review, we consider these claims in light of the original conceptions of Shulman's (1987a) knowledge base for teaching, which includes pedagogical content knowledge (PCK); of technological pedagogical content knowledge (TPCK/TPACK); and of Shulman's model of pedagogical reasoning and action. This analysis leads to recommendations for a new direction in future TPCK/TPACK research.
Original languageEnglish
Title of host publicationResearch Highlights in Technology and Teacher Education 2018
EditorsLeping Liu, David C. Gibson
Place of PublicationWaynesville NC USA
PublisherAssociation for the Advancement of Computing in Education (AACE)
Number of pages10
ISBN (Electronic)9781939797339
Publication statusPublished - 2018


  • Pedagogical reasoning and Action
  • teacher

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