Teachers' Technological Pedagogical Content Knowledge and Learning Activity Types: Curriculum-based Technology Integration Reframed

In this paper we critically analyze extant approaches to technology integration in teachaing, arguing that many current methods are technocentric, often omitting sufficient consideration of the dynamic and complex relationships among content, technology pedagogy, and context. We recommend using the technology pedagogy, and content knowledge (TPACK) framework as a way to think about effective technology integration, recognizing technology, pedagogy, content and context as interdependent aspects of teachers' knowlng edge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based types, "rooted in previous research about content-specific activity structures, as an alternative to existing professional development approaches and explain how this new way of thinking may authentically and successfully assist teachers' and teacher educators' technology integration efforts.