You are here:

Does the TPACK framework help to design a more engaging learning environment?

, Murdoch University, Australia ; , School of Education, Murdoch University, Australia

EdMedia + Innovate Learning, in Lisbon, Portugal ISBN 978-1-880094-89-1 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC


This paper describes an attempt to design an e-learning course within a framework that combines theoretical underpinnings with pedagogy and content knowledge. It focuses on how a university lecturer can facilitate learning that integrates pedagogical and technological knowledge. The Technology Pedagogy And Content Knowledge (TPACK) framework enables new ways of thinking about technology integration and emphasises the intersection of these three domains: technology, pedagogy and content knowledge. Students’ involvement in a blended learning course and their reflections were examined to provide a picture of the synergy or lack there of in relation to this framework. This paper offers a look at the intersections of the TPACK domains to consider how the use of Web 2 technologies in teaching complement the other domains. It also describes how students assessed the combination of the technological, pedagogical and content knowledge domains in their learning experiences.


Maor, D. & Roberts, P. (2011). Does the TPACK framework help to design a more engaging learning environment?. In T. Bastiaens & M. Ebner (Eds.), Proceedings of ED-MEDIA 2011--World Conference on Educational Multimedia, Hypermedia & Telecommunications (pp. 3498-3504). Lisbon, Portugal: Association for the Advancement of Computing in Education (AACE). Retrieved March 26, 2019 from .

View References & Citations Map


  1. Archambault, L., & Crippen, K. (2009). Examining TPACK among K-12 online distance educators in the United States. Contemporary Issues in Technology and Teacher Education, 9(1).
  2. Bate, F. & Maor, D. (2010). 'TPACK and the real world: How useful is the framework?', Paper presented at the European Association for Practitioner Research on Improving Learning (EAPRIL) Conference 2010, Lisbon, Portugal, 24-26 November, 2010
  3. Bonk, C.J., & Zhang, Z. (2008) Empowering Online Learning: 100+ Activities for Reading, Reflecting, Displaying, & Doing. San Francisco, CA: Jossey-Bass.
  4. Borthwick, A., Charles, M., Pierson, M., Thompson, A., Park, J., Searson, M. & Bull, G. (2008) Realizing Technology Potential through TPACK. Learning and Leading with Technology. Sept/Oct 08. 23-26.
  5. Bull, G. & Bell, L. (2009). TPACK: A framework for the CITE journal. Contemporary Issues in Technology and Teacher Education, 9(1), 1-3.
  6. Cobb, P., Confrey, J., diSessa, A., Lehrer, R., & Schauble, L. (2003). Design experiments in education research. Educational Researcher, 32(1). 9–13.
  7. Coutinho, C.P (2010). Stroytelling as a Strategy for Integrating Technologies into the Curriculum: An Empirical Study with Post-Graduate Teachers. In Maddux, C.D., Ginson, D. & Dodge, B. (Eds) Research Highlights in Technology and Teacher Education 2010. Society for Information Technology and Teacher Education (SITE) Chesapeake, VA.
  8. Dawson, K. (2007) The role of teacher inquiry in helping prospective teachers untangle the complexities of technology use in classrooms. Journal of Computing in Teacher Education, 24 (1), 5-14.
  9. Guzey, S.S., & Roehrig, G.H. (2009). Teaching science with technology: Case studies of science teachers’ development of technology, pedagogy, and content knowledge. Contemporary Issues in Technology and Teacher Education, 9(1).
  10. Hammond, T.C., & Manfra, M.M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education [Online serial], 9(2).
  11. Harel I., & Papert, S. (1991). Contructionism. Norwood, NJ: Albex.
  12. Harris, J.B. (2008). TPACK in inservice education: Assisting experienced teachers’ planned improvisations. In AACTE Committee on Innovation& Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 251-271). New York, NY: Routledge.
  13. Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In C.D. Maddux, (Ed.). Research highlights in technology and teacher education 2009 (pp. 99-108). Chesapeake, VA: Society for Information Technology in Teacher Education (SITE).
  14. Hu,C & Fyfe V. (2010). Impact of a new curriculum on pre-service teachers’ Technical, Pedagogical and Content Knowledge (TPACK). Curriculum, technology& Transformation for an unknown future. 2010. Ascilite, Sydney, Australia. 184-189.
  15. Jacobson, M.J & Spiro, R.J. (1994). A Framework for the Contextual Analysis of Technology-Based Learning Environments. Journal of Computing in Higher Education Vol. 5(2). 3-32.
  16. Koehler, M.J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1). 60-70.
  17. Maor, D (2008) Changing relationship: who is the learner and who is the teacher in the online educational landscape. Australasian Journal of Educational Technology, 24 (5). 627-638.
  18. Maor, D. (2003). Teacher’s and students’ perspectives on on-line learning in a social constructivist learning environment. Technology, Pedagogy and Education, 12(2), 201-218.
  19. Mishra, P., & Koehler, M.J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record. 108 (6). 1017–1054.
  20. Pierson, M. (2008). Teacher candidates reflect together on their own development of TPCK: Edited teaching videos as data for inquiry. In K. McFerrin et al. (Eds.), Proceedings of the Society for Information Technology and Teacher Education International Conference 2008 (pp. 5305-5309). Chesapeake, VA:
  21. Wetsel, K., Foulger, T.S., & Williams, M.K. (2009). The Evolution of the Required Educational Technology Course. Journal of Computing in Teacher Education (25) 2.

These references have been extracted automatically and may have some errors. If you see a mistake in the references above, please contact

View References & Citations Map

Cited By

  1. Does the use of the TPACK model enhance digital pedagogies: We don’t understand the present so how can we imagine the future?

    Dorit Maor, Murdoch University

    ASCILITE - Australian Society for Computers in Learning in Tertiary Education Annual Conference 2013 (2013) pp. 531–540

These links are based on references which have been extracted automatically and may have some errors. If you see a mistake, please contact