Technological Pedagogical Content Knowledge Constructs Research Articles

Evaluating English Teachers’ Artificial Intelligence Readiness and Training Needs with a TPACK-Based Model

With the rapid development and widespread adoption of artificial intelligence (AI) tools, the implementation of instructional pedagogy has transformed significantly. English teachers need to understand how AI tools can improve their teaching and must acquire the necessary technical and pedagogical knowledge to effectively utilize AI technology. Although the integration of AI into language teaching shows potential benefits, there remains a dearth of comprehensive research on English teachers’ perceptions, readiness, and professional development requirements in relation to AI.To address these knowledge research gaps, our study aims to evaluate English teachers’ current understanding of AI tools and their training needs for integrating AI into the English language classroom. Our proposed model uses the technological pedagogical content knowledge (TPACK) framework, which incorporates English language teaching and information literacy contexts. This framework allows for a holistic assessment of teachers’ readiness for integrating AI within English language teaching practices.A study was conducted with a class of preservice English teachers in Hong Kong. An online survey was designed to assess the readiness of English teachers for applying AI tools in the classroom as well as their understanding and level of information literacy. This study helped identify and address potential issues with the survey before launching it to a wider audience. Our findings confirmed the validity and reliability of the instrument and indicated that preservice English teacher participants are generally prepared to integrate AI tools into the English classroom. Corelation analysis was also conducted to assess the relationships among the constructs and showed that technological pedagogical knowledge (TPK) and instructional literacy (IL) were significant predictors of the overall TPACK construct. The study suggested professional training in the selection, implementation and progress monitoring of specific AI tools for English Language teaching; pedagogy design; and the ability to search for appropriate resources for the English classroom. The framework can be enhanced by using a mixed-method approach and incorporating a qualitative study to triangulate the findings. An explanatory sequential design will be recommended to collect quantitative data first, then qualitative data will be collected for further analysis.

Unravelling the dynamics of technology integration in mathematics education: A structural equation modelling analysis of TPACK components

This quantitative study examined the dynamics of the Technological Pedagogical Content Knowledge (TPACK) framework within mathematics education, centring on the role of Contextual Knowledge (XK). The research, conducted with middle school mathematics teachers in Chongqing, China, employed structural equation modelling (SEM) to explore the relationships between various TPACK components. The study establishes discriminant validity and demonstrates an excellent fit for the SEM model. Notably, it uncovers significant correlations within the TPACK framework, with a special emphasis on the influence of XK. The findings indicate that XK, in conjunction with Pedagogical Knowledge (PK), Pedagogical Content Knowledge (PCK), and Technological Content Knowledge (TCK), considerably impacts the overall TPACK construct. The research highlights the critical influence of XK on key TPACK components, such as Technological Pedagogical Knowledge (TPK), PCK, and TPACK itself. These results underline the importance of integrating XK in professional development programs focused on TPACK, accentuating its vital role in effectively integrating technology in mathematics education. This study significantly contributes to the academic understanding of TPACK’s complex dynamics. It provides essential insights for enhancing technology integration in mathematics education, offering valuable guidance for educational practitioners and policymakers.

Instructors’ perspectives of TPACK in a vocational training classroom in Namibia

Over time, vocational education has undergone a paradigm shift due to the integration of technology into teaching and learning. This change renders it necessary for vocational training instructors to have technological pedagogical content knowledge (TPACK) for effective technology adoption and integration into teaching and student learning. However, developing competence in the intersection of technology, pedagogy and content remains a challenge for many lecturers entering vocational education. Instructors’ decisions to integrate technology depend on their perceptions of TPACK, which can influence their approach to integrating technology into teaching. This study is part of a longitudinal study that has been examining instructors’ development of TPACK in vocational education in Namibia. Using a qualitative approach and the TPACK framework, data were collected through questionnaires and focus-group interviews. The data were analysed thematically using Nvivo software. The findings reveal that instructors’ teaching experience expands their knowledge beyond technology integration, leading to a new understanding of TPACK constructs. In addition, the study shows that their disposition towards TPACK shifts with access to teaching technologies and that students’ learning needs inform Instructors’ TPACK. The study offers insights into the ways in which vocational education instructors integrate their teaching experience with technologies and relate that to the TPACK framework constructs.

Unraveling EFL Pre-Service Teachers’ TPACK through Self-Report Data

The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.

Technological pedagogical content knowledge self-efficacy of pre-service science and mathematics teachers: A comparative study between two Zambian universities

Pre-service science and mathematics teachers’ beliefs and attitudes concerning technology integration significantly influence how confident they are to integrate technology into their teaching. This study is a comparative examination of the technological pedagogical content knowledge (TPACK) self-efficacy of 202 pre-service science and mathematics teachers enrolled at two Zambian universities. It also investigated the influence of selected demographic variables on the TPACK self-efficacy of pre-service science and mathematics teachers. The study employed a cross-sectional survey research design to collect data, which was analyzed using the independent samples t-test and one-way ANOVA. The findings reveal that pre-service teachers have moderate TPACK self-efficacy. Furthermore, the results indicate that students’ self-efficacy at the two universities was not statistically different (t[200]=2.11, p=.83); nonetheless, their TPACK self-efficacy was influenced by gender, year of study and subject specialization in some TPACK constructs. The implications of these findings were discussed.

Transdisciplinary teaching practices for data science education: A comprehensive framework for integrating disciplines

Teaching data science programmes poses challenges for instructors due to the transdisciplinarity of the field and the diverse backgrounds and skill levels of students. Effective data science education requires a comprehensive approach that incorporates theoretical knowledge, practical skills, and industry relevance. However, it is difficult to find appropriate teaching strategies and tools that successfully integrate all these elements into the classroom. Consequently, there is a need to identify and develop effective pedagogical methods, instructional resources, and technological solutions that enable instructors to deliver well-rounded data science education that caters to the diverse needs of students and prepares them for real-world data-driven challenges. Knowing which technology is appropriate to use in conjunction with a particular teaching pedagogy to deliver a particular piece of learning material to diverse students is crucial. Therefore, this study aimed to explore how the TPACK (technological pedagogical content knowledge) influences data science teaching practices. To achieve this, the study surveyed 26 data science instructors to assess their confidence in the seven TPACK constructs. The findings of the study showed a low representation of women in data science education. The findings also showed a balanced knowledge between pedagogy and technological content, indicating that instructors can contribute to a comprehensive and engaging learning environment that supports student success in data science education. Despite this positive finding being established, it was not clear which technological teaching and learning tools instructors are familiar with. To this end, future studies are recommended in this area. The results further showed that model evaluation is not taught at undergraduate level. Therefore, the study recommends continuous professional development for data science instructors to effectively contribute towards training current and future data scientists. This is necessary since technologies, data, and data science tools and techniques evolve. Furthermore, the study recommends research be conducted on the type of data science framework required to guide instructors in terms of curriculum design, pedagogies, and technological tools. Research that informs policy is also necessary to support efforts directed at data literacy, especially to support personnel involved in human capacity development in data science. Lastly, within the scope of data science, interdisciplinary collaboration at national and international levels is recommended so that instructors can stay updated with advancements in subject matter, technology, and pedagogy.

Exploring University EFL Teachers’ Technological Pedagogical Content Knowledge and Teacher Efficacy in Technology-integrated Flipped Classroom

This qualitative study explored teachers’ knowledge and teacher efficacy about implementing technology-integrated flipped classroom (FC) in higher education. Using the technological pedagogical content knowledge (TPACK) framework and teacher efficacy theories, the study probed the experiences and perceptions reported by 12 university teachers of English as a foreign language. Six themes emerged from the study. Themes 1 to 3 depicted how the EFL teachers practiced the three essential teaching tasks of technology-integrated FC. By incorporating the instructional design of FC into TPACK constructs, the study developed a new FC-situated TPACK framework. Themes 4 to 6 revealed that the teachers’ sense of efficacy increased overall but fluctuate slightly. Factors improving teacher efficacy included positive changes in student performance, supportive leadership and climate, effective group work among colleagues, and open-mindedness toward technology. While factors decreasing teacher efficacy encompassed adherence to a unified teaching model imposed by the department, technology’s non-user-friendly, and impersonal characteristics. This study provides a comprehensive view of how the sampled teachers applied FC-situated TPACK. Its findings also enhance the understanding of teacher efficacy, particularly in relation to FC instruction.

Gender Influence on Student Teachers' Perceptions of the Constructs of Technolog-ical Pedagogical Content Knowledge (TPACK) in Nigerian Universities

Abstract: This study investigated whether gender influences the perceptions of TPACK constructs among male and female student teachers in public universities in north-central Nigeria. The study adopted the cross-sectional survey design carried out using the TPACK questionnaire across the study's sample. Sample selection for the study was based on a multi-stage sampling technique. Accordingly, a questionnaire was distributed to a sample of 529 male and female student teachers in their final year enrolled in three universities in Kwara State, Nigeria. They responded to the study tool that was accessed after the validity and reliability of the tool had been verified using Cronbach's Alpha. The data were analysed using statistical mean and Mann-Whitney U test. The findings revealed that gender differences in student teachers' perceptions of their Technological Knowledge (TK) and Technological Content Knowledge (TCK) favouring male respondents. However, the results showed no statistically significant differences between male and female student teachers in technological pedagogical knowledge (TPK) and technological pedagogical content knowledge (TPACK). The study's conclusions, recommendations, implications, and limitations are based on the research findings.

Primary school teachers perception of technological pedagogical content knowledge in online learning due to Covid 19

Primary school teachers need to have technological knowledge, pedagogical knowledge, and content knowledge in online teaching. TPACK is an integrative and transformative knowledge that teachers need to use technology effectively and efficiently in the classroom. This article investigates primary school teachers' perceptions of Technological Pedagogical Content Knowledge (TPACK) competencies in implementing online learning due to the pandemic COVID-19. The sample in this study were 117 primary school teachers in North Sulawesi province. The method used is a quantitative descriptive approach. Data was collected using a questionnaire on a Likert scale developed in Google Form. The results showed that most primary school teachers in North Sulawesi, Indonesia, already had TPACK competencies in online learning during the COVID-19 pandemic. Even so, TPACK competencies are in need to be improved in the abilities of TK and PK. The correlation results between the TPACK constructs also showed that the PK and TPK components had a significant effect on TPACK primary school teachers' perception of online learning. It was also found that there was no significant difference between gender and TPACK competency of primary school teachers.

Latent profiles of self‐regulated learning and their impacts on teachers’ technology integration

AbstractPast research shows that both teachers’ technological pedagogical content knowledge (TPACK) and their engagement in metacognitive activities are essential to technology integration in the classroom. However, the interplay between teachers’ TPACK ability and their metacognitive skills is still underexplored, especially in the context of developing technology‐infused lesson plans. This study examined how the interrelations among metacognitive activities and TPACK constructs affected preservice teachers’ technology integration in instructional design. Sixty‐four preservice teachers designed a lesson with nBrowser, a computer‐based learning environment (CBLE) that helps teachers incorporate technology into instruction by promoting self‐regulated learning (SRL). Drawing on the lesson plans, we extracted six types of metacognitive processes preservice teachers exhibited while solving the task and generated two distinct SRL profiles according to the identified latent profile of metacognitive patterns. The competent self‐regulated learners demonstrated more efforts in metacognitive monitoring activities than the less competent self‐regulated learners in regulating their task solving processes. When comparing TPACK comprehension and design performance between the two profiles, the competent self‐regulated learners outperformed the less competent self‐regulated learners on comprehension and design outcomes. This study provides deep insights into teachers’ self‐regulation in CBLEs and emphasizes the pivotal role of metacognition and SRL in teachers’ TPACK development. Practitioner NotesWhat is already known about this topic Success in technology integration calls for teachers’ conceptual understanding of technological pedagogical content knowledge (TPACK). Teachers’ self‐regulated learning (SRL) ability mediates their TPACK development since metacognitive activities in the SRL process enable teachers to monitor and evaluate TPACK learning towards the sophisticated levels of TPACK. What this paper adds nBrowser, the computer‐based learning environment fosters teachers’ engagement in regulated TPACK development. Analysis of teachers’ lesson plans affords opportunities to identify teachers’ specific metacognitive processes in self‐regulated TPACK development. Latent profile analysis helps to understand the heterogeneity of teachers’ metacognitive processes and establish distinctive profiles regarding teachers’ self‐regulation. Teachers’ TPACK development differed significantly across distinctive SRL profiles. Implications for practice and/or policy Teacher educators should find ways to support teachers’ SRL ability in technology education. The identification of SRL profiles could contribute to designing metacognitive scaffolds in the specific domain of teachers’ technology education.

Intelligent Data Analysis of Interactions and Relationships among Technological Pedagogical Content Knowledge Constructs via Rough Set Analysis

This study focuses on the relationship among Content Knowledge (CK), Pedagogic Knowledge (PK), and Technological Knowledge (TK) using Technological Pedagogical Content Knowledge (TPACK). The aim of the study is to use the determined relationship to provide mathematical clarity using the Rough Set Theory, which is commonly used in areas such as Artificial Intelligence, Data Reduction, Determination of Dependencies, Estimation of Data Importance and the establishment of Decision (control) Algorithms. Accordingly, TPACK scale was applied to 340 preservice teachers who, at the time of conducting this study, were continuing their teaching at elementary (grade 5-8) and secondary (grade 9-12) Mathematics Teaching Department. The gathered data was broken into three different groups - low, medium and high. The data grouping allowed for applying of the Rough Set Analysis. This will enable TPACK constructs to assign prospective teachers to any of the three identified groups. Analysis has put forth that the CK, PK and TK components explain TPACK with a dependency degree of 0.105 and that even though the levels of significance of each component is low by itself, it cannot be removed from the data set. Lastly, decision rules have been established between CK, PK and TK with TPACK.

Analysis of Relationship Between Five Domains of TPACK Framework: TK, PK, CK Math, CK Science, and TPACK of Pre-service Special Education Teachers

This long-term single group study was conducted with pre-service special education elementary teachers taking a required graduate level course on integrating technology into mathematics and science instruction in a New York City public University. The purpose of this study was to explore whether Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge in mathematics and science (CKM and CKS) and Technological Pedagogical Content Knowledge (TPACK) are independent constructs in the TPACK framework and to develop instruments for assessment of each basic domain of the theoretical TPACK framework. Exploratory and confirmatory factor analyses of the developed instruments suggest that the TPACK construct is independent from TK, PK, CKM and CKS. Further analysis using multiple linear regression showed that TK, PK, and CK are not predictors of TPACK. These findings provide an opportunity for independent assessment of different types of teacher knowledge defined by the TPACK framework. This could help teacher preparation programs to evaluate effectiveness of courses that prepare teachers for integration of technology.

How pre-service English teachers enact TPACK in the context of web-conferencing teaching: A design thinking approach

Technological Pedagogical Content Knowledge (TPACK) is a teacher knowledge construct in relation to integrating technology into teaching. However, whether this theoretical concept exists in practice remains contentious. To ascertain the nature of TPACK, the present study aimed to understand how six pre-service English teachers enacted various forms of TPACK through design thinking while considering contextual problems that impacted on their web-conferencing teaching over the course of 14 weeks. This study examined the design conversations in which six distance teachers discussed ways to design online teaching materials and activities as well as to solve any contextual problems encountered. Through quantitative content analysis of coded post-teaching discussions and qualitative analysis of interviews, it was found that while the teachers' discussions conspicuously displayed an orientation towards Pedagogical Content Knowledge, as opposed to technology-based knowledge, their discussions were particularly not associated with Technological Pedagogical Knowledge. In addition, two contextual factors were found to influence their web-conferencing teaching: technical problems related to sound quality were identified as a micro-level contextual factor while the teachers' concerns about their students’ prior knowledge and short attention spans were viewed as a student-centric contextual factor. These findings provide insights into how individual TPACK subdomains were enacted through design thinking that enabled the teachers to overcome contextual problems. The present study contributes to our understanding of how TPACK enactment is mediated by the context, empirically validating TPACK construct in practice through design thinking.

TPACK Adaptation among Faculty Members of Education and ICT Departments in University of Sindh, Pakistan

Technological Pedagogical Content Knowledge (TPACK) framework has been to investigate the technological and instructive knowledge of teachers. Many researchers have found this framework a useful tool to explore teachers’ awareness regarding TPACK and how do they are relating it in learning and teaching process in different educational settings. During its first generation time period which was from year 2006 to year 2016, TPACK constructs took a decade to get explained and interpreted by researchers. Now, it has entered in its second generation but still contextual aspect yet not being explored in detail. This study addresses two areas; firstly, to measure the TPACK of faculty members of ICT and Education departments of University of Sindh; and secondly, to unfold the impact of four circumstantial/contextual factors (Technological, Culture of Institute, Interpersonal, and Intrapersonal) on the selected faculty members in using TPACK into their own subject domains. The results showed that both faculties are already taking in technology along with their teaching practices instead of limited technological resources. Besides this, they were found collaborative in teaching and open to the technology. This study reports the TPACK framework adaptation among higher education faculty members at University of Sindh. It also helped in understanding the intrapersonal beliefs of faculty members regarding technology integration with pedagogical and content knowledge.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

The purpose of this study is to describe pre-service teacher’s learning during lecturing Animal Physiology and investigate it’s impact on pre-service teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

Developing Technological Pedagogical Content Knowledge (TPACK) in Animal Physiology

The purpose of this study is to describe preservice teacher’s learning during lecturing Animal Physiology and investigate it’s impact on preservice teacher’s technological pedagogical content knowledge (TPACK). How was the lecturing process can improve TPACK of preservice teacher on Biology education espescially in Animal Physiology. There are four experiment classes using Solomon four group design, there are pedagogic treatment, content treatment and technological treatment, the last class without any treatment. Both quantitative and qualitative data were collected. Quantitative data were collected through a questionaire of TPACK. Qualitative data were collected through a lesson plan and teaching simulation. Findings has revealed that participants experienced significant gains in all TPACK constructs. Both of pedagogic and technology treatment is better than others, but pedagogical treatment didn’t also increase PCK most of participants. Findings has implications for teacher education programs to be a professional teachers and for researchers interested.

PRE-SERVICE SCIENCE TEACHERS’ READINESS TO INTEGRATE TECHNOLOGY (AN EXPLORATION TOWARD TPACK IN PRELIMINARY PRACTICAL CONTEXT)

The purpose of this study was to capture pre-service science teachers’ Technological Pedagogical Content Knowledge (TPACK) that is demonstrated during preliminary practical context in term of peer teaching program- a course conducted prior to teaching practice. Ten pre-service science teachers were involved in a semester long peer teaching program. Descriptive method was employed with the use of teaching artifacts, observation and self-reported survey for representing the way the participant integrate technology into their teaching. TPACK constructs were defined using relevant literature as frameworks. This study found that TPACK of pre-service science teachers were still low and is not sufficient for teaching science in junior high school. Furthermore, it is needed several supporting program to prepare pre-service science teachers’ competencies in teaching science with technology. In this case, more sophisticated peer teaching program with better purchase is necessity to improve TPACK competencies of pre-service science teachers.

Analysing Mathematics Teachers’ TPACK Through Observation of Practice

Technological pedagogical content knowledge (TPACK) has been well accepted as a framework to understand and describe types of knowledge required by teachers to teach specific content with technology effectively. However, limited studies have used the framework in analysing the complexity of technology integration in mathematics classrooms. This study investigates, through examining critical instructional events, the most influential TPACK constructs in understanding and shaping teachers’ pedagogical practices using digital technology. This case study was conducted in an early secondary mathematics classroom in Indonesia that used a web-based resource to support students’ understanding of fractions. The finding suggests that the qualitative examination of the four intersected TPACK constructs assists in understanding the challenges and the opportunities to teachers when utilising an exploratory-based technology. It demonstrates that the combination of pedagogical stances and choice of technology significantly influence the visibility of other TPACK constructs. Implications of this study include the need of thoughtful planning prior to using web-based resources and the importance to utilise critical events in developing and assessing teachers’ TPACK.

Developing a technological pedagogical content knowledge (TPACK) assessment for preservice teachers learning to teach English as a foreign language

This paper reports the development and validation process of a self-assessment survey that examines technological pedagogical content knowledge (TPACK) among preservice teachers learning to teach English as a foreign language (EFL). The survey, called TPACK-EFL, aims to provide an assessment tool for preservice foreign language teachers that addresses subject-specific pedagogies and technologies. Using mixed methods approach, survey items were generated first using qualitative methods (e.g. expert interviews and document analysis). The content validity of the items was established through expert and preservice teacher reviews. The survey was then validated through two rounds of exploratory factor analysis (EFA), the first with 174 preservice EFL teachers and the second with 204 preservice EFL teachers. The results of the first round indicated a five-factor structure: technological knowledge (TK), content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK) and a fifth factor that combined TCK, TPK, and TPACK items. After revising the survey, the second round of EFA results showed a seven-factor structure that was consistent with the TPACK framework. The final TPACK-EFL survey included a total of 39 items: 9 TK, 5 CK, 6 PK, 5 PCK, 3 TCK, 7 TPK, and 4 TPACK. The results offer survey developers and teacher educators insight into establishing clear boundaries between the TPACK constructs. In particular, subject-specific strategies were used to generate clear and distinct items within the TCK and TPK constructs. Implications for developing other subject-specific TPACK surveys and using the TPACK-EFL survey in other countries are discussed.

Technological Pedagogical Content Knowledge (TPACK) for Pedagogical Improvement: Editorial for Special Issue on TPACK

Mishra and Koehler’s (2006) framework for technological pedagogical content knowledge (TPACK) is one of the most well-received and widely researched theoretical frameworks for technology integration in the classrooms. Chai et al. (2013) recent review found that more than 70 articles about TPACK have been published between 2003 and 2011 within the Scopus database. A website dedicated to TPACK research (http://tpack.org/) has accumulated more than 450 articles. The SSCI-listed journals have also published 134 articles on TPACK as of May 2015. As an analytical and creative framework, TPACK research can potentially generate deeper knowledge construction about ICT integration among researchers and educators. It could be refined, expanded, and improved upon to account for more variables that shape, empower, or constrain the development of ICT use in education (Chai et al. 2013; Voogt et al. 2013). Building upon Shulman’s (1986) model for pedagogical content knowledge, Mishra and Koehler (2006) added the dimension of technological knowledge and demonstrated how various kinds of teacher knowledge can be derived from the integration of technological, pedagogical, and content knowledge. These integrated forms of knowledge are pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and technological pedagogical content knowledge (TPACK). Together with technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK), these seven kinds of knowledge make up the TPACK framework. While this framework provides specifications for the kinds of teacher knowledge involved during technology integration, how teachers, educators, and researchers can create more technological pedagogical content knowledge need to be further unpacked. Tee and Lee (2011) have aptly positioned generating TPACK as a knowledge creation endeavor and Kramarski and Michalsky (2010) have found it necessary to support pre-service teachers’ metacognitive self-regulation as they create TPACK through design. The creation of knowledge is a complex matter and coupled with the situated nature of TPACK (Mishra and Koehler 2006); further theorizing of the epistemic nature and processes involved in creating TPACK are needed. Specifically, the TPACK framework specifies what teachers need to integrate technology but not how the process can be improved (Cox and Graham 2009). On the other hand, there is much emphasis on the use of technology to support pedagogical improvements, especially the kinds of pedagogies that support students to foster twenty-first century competencies (ISTE 2007; P21, 2007). Voogt and Roblin (2012) have identified ICT-based learning as a common element across all twenty-first century learning frameworks they have reviewed. ICT could be used as a cognitive tool, metacognitive tool, and epistemic tool to support critical thinking, creative and inventive thinking and authentic problem solving, which are also common elements of twenty-first century learning. Yet, there is still a lack of understanding about how the seven TPACK constructs are being applied by teachers as they formulate technology-integrated lessons to promote twenty-first century learning & Joyce Hwee Ling Koh joyce.koh@nie.edu.sg