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

Judith Harris, Michael Phillips

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The notion of pedagogical content knowledge (PCK) was modified by multiple authors to become technological pedagogical content knowledge (TPCK or TPACK), spawning much active and dynamic scholarship since 2001. Currently, many researchers see TPCK/TPACK as the knowledge that teachers need to integrate technologies effectively into learning and teaching. Shulman’s PCK, however, was just one element in a much larger conceptualization of a knowledge base for educators, and that full range of knowledge was posited as being used by teachers in recursive processes of pedagogical reasoning and action. This begs the question: if there is TPCK/TPACK, which is rooted in PCK, as many studies have suggested, is there also technological pedagogical reasoning and action (TPR&A)? If so, what are its distinguishing characteristics? If not, why would TPCK not be mirrored in TPR&A? These questions are addressed in the following multivocal literature review.
Original languageEnglish
Title of host publicationProceedings of Society for Information Technology & Teacher Education International Conference
EditorsElizabeth Langran, Jered Borup
Place of PublicationWaynesville NC USA
PublisherAssociation for the Advancement of Computing in Education (AACE)
Number of pages11
ISBN (Print)9781939797322
Publication statusPublished - 2018
EventSociety for Information Technology and Teacher Education International Conference 2018 - Washington, United States of America
Duration: 26 Mar 201830 Mar 2018
Conference number: 29th


ConferenceSociety for Information Technology and Teacher Education International Conference 2018
Abbreviated titleSITE 2018
CountryUnited States of America


  • Pedagogical reasoning and Action

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