Chapter Format


All cases should conform to a standard format for inclusion in The Practitioner’s Guide to TPACK. The sections below provide guidance about written and video-based content.

Establishes the learning problem to be solved.

  • Describe one important idea or learning objective in the subject area (one that is supported by the content area standards or commonly required by state standards).
  • List the 1-2 most relevant content standards.
  • Focus on one lesson or activity that effectively integrates a digital technology tool to enhance learning, rather than describing an entire unit and every technology used. This activity can be situated within a broader unit in the discussion of the scenario.
  • Include common misconceptions students may hold about this topic or traditional ways of teaching this topic and why those ways may be ineffective in reaching all students (if applicable).
  • Suggested questions for reader interactivity: How would you approach this learning objective with your students?
  • Experience
  • School/class setting
  • Teaching philosophy (Could include a video snippet from interview in addition to the text.)

Provide a description of the activity/unit.

  • Make this section a “reasonable” length so the reader gets a feel for how the lesson will flow or could replicate it generally- balanced with a concern for keeping it interesting and as concise as possible- which means carefully considering which details are absolutely necessary.
  • Note here how student learning of the content will be assessed (which may be different from how the technology project will be graded).
  • In this section, the Teacher Educator could comment on the degree of “fit” between the content, pedagogy, and technology in the lesson.
  • Include a brief written description of why teacher chose to use a specific technology approach to help students learn the content. Additional discussion of this issue in video (maximum of 3 minutes).
  • Reader Question: What did you find insightful about this teacher’s approach? You can include something more specific to what the teacher said in the interview.
  • This section should also include an Introduction to the affordances of this technology for enhancing learning of this specific topic; in many cases, you may want to provide images or video of what the technology does so the teacher gets the feel for it. A mention of constraints or classroom management challenges may be helpful too. This could be text or video interview.
  • In a comment box from the Teacher Educator, discuss in a brief paragraph the 1-2 most relevant ISTE Technology Standards for Teachers demonstrated by this technology use.
  • Reader Question: Before we begin, what are your concerns about using this technology in your classroom? You can also include questions to bring to the surface readers’ thinking, fears, and assumptions.
  • The Teacher Educator should highlight ways in which the teacher connected the use of the technology with the instructional strategies. Also, note how the technology provides a relative advantage over non-digital approaches.

Some of this section should be described briefly in text and illustrated or expanded in video, where possible. Discuss or show moments when content learning is taking place through the use of technology and the teacher is exemplifying an effective way to facilitate that learning.

  • Include two to four video snippets of important TPACK-related moments during the lesson. Introduce each video and clue reader in on what to look for. Example: As you watch this next video, how do you see the teacher prompting students to think more critically about…? OR In this video, watch how the teacher manages the classroom during…?
  • In some cases, where there is no video footage of the actual “moment” happening, the teacher could discuss it in a video interview.
  • Reader Question: Ask reader about what they saw (with thoughtful questions) after each video.
  • Add a box with Teacher Educator comments after each video to make sure the salient moments are sufficiently highlighted. For example: Describe how the teacher drew on classroom management strategies to facilitate student work with the technology, how the content might have been approached differently through the use of technology than otherwise, or ways the teacher used the technology as a “thinking tool” for the students.

Show samples of student work that demonstrate they achieved the learning goal. This should be a mix of video and images but must also include some text description or summary.

  • Reader Question: What evidence of learning do you see in this student work?
  • In some cases the evidence of learning came later when students took a “test” on the topic. The outcomes of that test should be discussed in the text.
  • Include Teacher Educator debriefing on evidences of student learning.
  • Reader Question: How would you improve this activity or do it differently?
  • Include some discussion in the text of the teacher’s or teacher educator’s ideas about modifications. The Teacher Educator might comment on how the teacher is drawing on TPACK while reflecting on the lesson.
  • Video interview of teacher describing what went great and what could have gone better. Also, include how the teacher will (or should) improve the activity or approach for future use.
  • Include one to two more questions for the reader about what the teacher said.
This section is optional.