TPACK-L: teachers’ pedagogical design thinking for the wise integration of technology

Abstract

ABSTRACT Wise technology integration is not simply a matter of selecting to use, but a matter of how to effectively use technology in context within the curriculum. Technology integration cognition should thus be thought of as pedagogical design thinking that involves critically examining the affordances of learning technologies and then strategically applying them to teach particular subject matter ideas within a specific classroom context. To better describe such teacher cognition concerning technology integration, this study proposes TPACK-L, an expanded framework for teachers’ technology integration knowledge, by adding the principles of learning theory to the existing TPACK framework, and delineates what this pedagogical design thinking looks like in the context of a specially designed card game, CARD-tamen™. This study also addresses the issue of how to measure technology cognition in-the-moment during card play. Situated cognition served as the framework to assess using card gameplay in context.