Combined, these efforts support both preservice
and inservice teachers in meaningful ways.
TPACK as a Model
This year, NTLS participants explored ways to further the
use of TPACK (technology, pedagogy, and content knowledge) as a framework for school-based technology coaches
and teacher educators in their work with teacher professional development. The TPACK model, first introduced by
Punya Mishra and Matthew Koehler, suggests that teachers
require three separate and distinct knowledge bases for
technology integration in their teaching: technological,
pedagogical, and content knowledge. The model also accounts for the complex, multifaceted, and situated nature
of teacher practices that results when teachers call upon all
three of these areas simultaneously as they seek to produce
rich, technology-infused learning and teaching experiences.
The Practitioner’s Guide to TPACK
To assist you with learning how to teach more effectively
with technology, NTLS attendees are working together to
create video cases in a package of print and online resources called The Practitioner’s Guide to TPACK. The guide, to
be published by AACTE, will illustrate successful implementation of TPACK through video-based teaching cases
and provide practical guidance for teachers and education
leaders to use for professional development.
Exemplary cases in English language arts, science, mathematics, and social studies at the elementary and secondary levels will combine written explanations and videos of
classroom experiences from both the student and teacher
perspectives. Explicit connections to TPACK, examples of
student work, and assessment techniques are included to
help make instructional planning more efficient for teachers.
Also, designing instruction with attention to the affordances
technology can provide will enhance student learning.
The cases for the elementary content areas are complete,
and cases demonstrating how TPACK can be applied in
secondary classrooms are under development. The Practitioner’s Guide to TPACK will include a book along with the
accompanying website to provide professional development
aimed at supporting both preservice and inservice teachers.
Combined, these efforts support both preservice and
inservice teachers in meaningful ways. We encourage all
teacher educators to get involved where possible and to be
on the lookout for updates and progress.
Acknowledgments
The authors thank the following members of the NTLC for their contributions to this article: Arlene Borthwick, PhD, associate dean and professor, National College of Education, National Louis University; John
K. Lee, PhD, associate professor, North Carolina State University; and
Sarah McPherson, EdD, chair of Instructional Technology and associate
professor, New York Institute of Technology.
Teresa S. Foulger, EdD, is an associate professor at Mary Lou Fulton Teachers College at Arizona State University, USA. She is also president of ISTE’s Special Interest Group for Teacher Educators (SIGTE). You can reach her at teresa.foulger@asu.edu.
David A. Slykhuis, PhD, is an associate professor at James Madison University, Harrisonburg, Virginia, USA. He is also the president-elect of the Society of Informa- tion Technology and Teacher Education. You can reach im at slykhuda@jmu.edu.
