Thursday Keynote: Quo vadis TPACK? Scouting the road ahead
Abstract: Technological Pedagogical Content Knowledge (TPACK) is one of the most prominent models of teacher knowledge for technology integration in education. Although TPACK has been highly inspiring for theory and practice, there has been a noticeable decline in research papers on TPACK in the past three years. The keynote seeks to give an overview of the most probable reasons underlying the stagnation of TPACK research and considers the relevance of the model for current discussions on technology integration in education. In addition, it explores possible ways to invigorate research on TPACK in the future. In particular, five directions are highlighted: 1) Clarifying the interplay of factors in the TPACK model. 2) Expanding TPACK without changing its core. 3) Combining TPACK with other models of technology integration (e.g. research on teachers’ competencies, beliefs and technology acceptance and research on school-level factors of technology integration). 4) Providing a broader set of valid and reliable measures for TPACK (self-report scales, observation rubrics and standardized tests). 5) Going beyond case-study evidence and starting large-scale, longitudinal and experimental studies.