Reframing TPACK: Towards a developmental understanding of the expert knowledge that underpins teachers’ effective use of technology

The TPACK framework is a popular theory which describes the kind of knowledge teachers need to integrate technology, but it doesn’t clearly explain how teachers develop that knowledge. This thesis seeks to build on the TPACK model to improve understanding of how teachers develop their knowledge. Explicit descriptions of what is ‘less’ and ‘more’ expert understanding of technology integration are generated from observations of the practices of eight teachers. These are used to show how a developmental model for TPACK can help researchers describe and measure how teachers’ technology knowledge develops, and contribute to effective teacher education programs.