Handbook of Technological Pedagogical Content Knowledge-second edition
Editors: Mary Herring, University of Northern Iowa; Matthew J. Koehler, Michigan State University; Punya Mishra, Michigan State University
Much research has been generated since the publishing of the first TPACK article (Mishra & Koehler, 2006) and the The Handbook of Technological Pedagogical and Content Knowledge for Educators (2008). The handbook in particular, was critical to the development of the field of educational technology research and practice. Currently, Google Scholar indicates the Mishra and Koehler (2006) article has been cited over 1800 times in scholarly publications. The TPACK community is now an international one, with scholars from around the globe studying theoretical issues and practical applications of the framework (Voogt, Fisser, Pareja Roblin, Tondeur, & van Braak, 2013). At TPACK.org, there are over 2400 registered users, and TPACK community has compiled a growing bibliography of TPACK-related literature (over 600 articles as of this writing). The publications indicate that interest in the TPACK framework spans a multitude of content areas (mathematics, science, social studies, history, etc.), and engages a broad spectrum of researchers and education professionals who are working to understand its theoretical and practical implications.
Driven by the growing influence of TPACK on research and practice in both K12 and higher education, we propose that the time is right for the 2nd Edition of The Handbook of Technological Pedagogical and Content Knowledge for Educators.
Call for Chapters
This Call is for interested scholars to contribute chapters to the 2nd Edition of The Handbook of Technological Pedagogical and Content Knowledge for Educators. The editors envision the 2nd edition of the handbook to be more than a mere update of the 1st edition, but rather an intellectual revision and rethinking of TPACK and its implementations within undergraduate, graduate, faculty, and professional development settings.
The editors are specifically looking for chapter contributions that explore three broad themes as follows:
- TPACK Framework and Theory. Chapters would focus on the advances that have been made in research on the TPACK framework. These would include chapters that review the framework and its impact, or examine the components of the framework in greater detail.
- TPACK Research and Approaches. Chapters would focus research tools and measurement approaches for studying TPACK in various contexts. These chapters may also include studies of the impact or effectiveness of TPACK-based approaches.
- TPACK in practice. Chapters would focus on approaches or strategies for developing teachers’ TPACK in both pre-service and in-service contexts. Chapters here include domain-specific approaches that focus on disciplinary perspectives for teacher education and professional development.
These chapters would provide an overview of the current state of the field and its future. The contributions for this edited book are intended to range from 3,000 – 5,000 words. Chapter authors will be expected to peer review other chapters in the book.
Interested authors should submit a two-page abstract including author’s name (co-authors are welcome), institution, tentative title, identification of section (1, 2, or 3), chapter outline, and five keywords and a brief bio to [email protected]
Even if your abstract is accepted, there are no guarantees that your final chapter will be accepted. Finally, please be aware of the aggressive timeline for both the abstract and the final chapter.
- Jan 15, 2014: Receipt of 2-page outline and text
- March 1, 2014: Authors selected (based on review of proposals submitted)
- August 1, 2014: First draft of chapters due
- November 1, 2014: Feedback to chapter authors after peer review.
- January 15, 2015: Final chapters to be delivered to editors
Send any questions to [email protected].