The Nature of TPACK: Is TPACK Distinctive, Integrative or Transformative?
Abstract: The technological pedagogical content knowledge (TPACK) framework has been used widely in the field of education to conceptualize what are the knowledge domains teachers need when they integrate technology into their classroom. An ongoing discussion exists in the literature that explores the nature of TPACK. Three stances are influential in this discussion: the distinctive view, the integrative view, and the transformative view. It is critical to further this dialogue since the nature of TPACK has direct impacts on research and practice. Moreover, it is essential to conduct more research that could provide empirical evidence to the discourse. Therefore, the purpose of this paper is to explore whether TPACK is a distinctive, integrative or transformative construct using data collected from an empirical study. From the results, TPACK seems to be a transformative knowledge. Suggestions for practice are provided.