Teachers’ technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration refrained

Judith Harris, Punyashloke Mishra, Matthew Koehler

Research output: Contribution to journalArticle

348 Scopus citations


In this paper we critically analyze extant approaches to technology integration in teaching, 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' knowledge necessary to teach content-based curricula effectively with educational technologies. We offer TPACK-based “activity 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.

Original languageEnglish (US)
Pages (from-to)393-416
Number of pages24
JournalJournal of Research on Technology in Education
Issue number4
StatePublished - 2009
Externally publishedYes



  • Learning activity types
  • Technological pedagogical content knowledge
  • Technology integration
  • TPCK

ASJC Scopus subject areas

  • Education
  • Computer Science Applications

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