| This interpretivist study drew upon the Technological Pedagogical Content Knowledge (TPACK) framework (Mishra & Koehler, 2006; Thompson & Mishra, 2007-2008; Koehler & Mishra, 2009) to study teachers' lesson planning processes. It focused upon 12 fifth, sixth and seventh grade content area teachers from three southeastern U.S. school districts as they planned for and used digital technologies during lessons in their classrooms. Participating teachers were interviewed about the processes they used to plan instruction, focusing upon how they determined which technologies might be used. In addition, sample technology-infused lessons were observed to see how the plans were put into action. Each of the different types of knowledge represented in the TPACK framework was evidenced in the teachers' planning. Though pedagogical (P), content (C), technological (T) knowledge, and PC, TP, TC, and TPACK were represented, interactions between technology and pedagogy (TP) took precedence. As the teachers planned and implemented lessons, they followed Shulman's (1987a) Model of Pedagogical Reasoning and Action, loosely applied. They incorporated technology use into existing practices and routines, and all of those uses can be classified according to Harris and Hofer's (2009a) learning activity types. At the time that the study was conducted, participating teachers were beginning to develop specific instructional routines related to the use of digital technologies in instruction. These routines were related to learning activity types. The study's results can assist those who work with teachers and technology, since they reveal teachers' thinking and decision-making during instructional planning that incorporates educational uses of technology. |
