Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators

The 2nd edition of the Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators addresses the concept and implementation of technological pedagogical content knowledge-the knowledge and skills that teachers need in order to integrate technology meaningfully into instruction in specific content areas.

Mary C. Herring is Professor of Instructional Technology at the University of Northern Iowa and former Chair of AACTE's Committee on Innovation and Technology. Matthew J. Koehler is Professor of Educational Psychology and Educational Technology at Michigan State University. Punya Mishra is Professor of Educational Psychology and Technology and Director of the M.A. in Educational Technology program at Michigan State University.

Acknowledgements Chapter 1: Introduction to the 2nd Edition of the TPACK Handbook Mary C. Herring, Matthew J. Koehler, Punya Mishra, Joshua Rosenberg, Jolene Teske Section I: Theory Chapter 2: Theoretical Considerations and Alternative Conceptualizations TPACK Charoula Angeli, Nicos Valanides, Andri Christodoulou Chapter 3: Using Theoretical Perspectives in Developing an Understanding of TPACK Joke Voogt, Petra Fisser, Jo Tondeur, Johan van Braak Chapter 4: Developing TPACK: Envisioning Technological Pedagogical Reasoning Vicky Smart, Glenn Finger, Cheryl Sim Section II: Research Chapter 5: Exploring the Use of Qualitative Methods to Examine TPACK Leanna Archambault Chapter 6: A Review of the Quantitative Measures of Technological Pedagogical Content Knowledge (TPACK) Ching Sing Chai, Joyce Hwee Ling Koh, Chin Chung Tsai Chapter 7: Understanding Teachers' TPACK Through Observation Denise A. Schmidt-Crawford, Shu-Ju Diana Tai, Wei Wang, Yi Jin Chapter 8: Support for Technology Integration: Implications From and For the TPACK Framework Noortje Janssen, Ard W. Lazonder Chapter 9: Transforming Teachers' Knowledge for Teaching with Technologies: An Online Learning Trajectory Instructional Approach Margaret L. Niess Chapter 10: Universal Design for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Model Prepares Efficacious 21st Century Teachers Beatrice Hope Benton-Borghi Section III: Implications for Practice Chapter 11: Developing and Assessing TPACK among Pre-service Teachers: A Synthesis of Research Chrystalla Mouza Chapter 12: Inservice Teachers' TPACK Development: Trends, Models, and Trajectories Judith B. Harris, Chapter 13: TPACK Development in Higher Education Mary C. Herring, Sohyun Meacham, Daniel Mourlam Chapter 14: Opportunities and Challenges of TPACK-based Professional Development on a Global Scale Mark Hofer, John Lee, David Slykhuis, James Ptaszynski Chapter 15: Understanding the Role of a School Principal in Setting the Context for Technology Integration: A TPACK Perspective Vinesh Chandra Chapter 16: Making Meaningful Advances: TPACK for Designers of Learning Tools Karin Forssell Chapter 17: Designing Professional Development to Support Teachers' TPACK in Elementary School Mathematics Drew Polly, Chandra Hawley Orrill Chapter 18: TPACK-Based Professional Development Programs in In-service Science Teacher Education Evrim Baran, Sedef Canbazoglu Bilici, Erdem Uygun Chapter19: Music TPACK in Higher Education: Educating the Educators Jordan Mroziak, Judith Bowman Chapter 20: The Impact of Digital Storytelling on the Development of TPACK among Student Teachers in Taiwan Amber Y. Wang About the Contributors Index