ERIC Number: EJ1090592
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Goldilocks and TPACK: Is the Construct "Just Right?"
Brantley-Dias, Laurie; Ertmer, Peggy A.
Journal of Research on Technology in Education, v46 n2 p103-128 2013
In the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths's 'Goldilocks Principlen' (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too large (vague or ambiguous) of a construct to enable reasonable application. In this article, we provide a critical review of the TPACK construct and address the development, verification, usefulness, application, and appropriateness of TPACK as a way to explain the teacher cognition needed for effective technology integration. We make suggestions for returning to a simpler conceptualization to refocus our efforts on what teachers need to achieve meaningful technology-enabled learning.
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Technology Integration, Teacher Competency Testing, Educational Needs, Models, Relevance (Education), Program Validation, Measurement Techniques, Questionnaires, Surveys, Task Analysis, Observation, Evaluation Methods, Educational Practices
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Publication Type: Journal Articles; Reports - Evaluative
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