{"id":7741,"date":"2024-01-18T10:13:33","date_gmt":"2024-01-18T15:13:33","guid":{"rendered":"https:\/\/tpack.pages.wm.edu\/?p=7741"},"modified":"2024-01-18T10:13:33","modified_gmt":"2024-01-18T15:13:33","slug":"7741","status":"publish","type":"post","link":"https:\/\/tpack.org\/tpackrefs\/archives\/7741","title":{"rendered":""},"content":{"rendered":"\n<p class=\"wp-block-paragraph\">Brantley-Dias, L., &amp; Ertmer, P.A. (2013). Goldilocks and TPACK: Is the construct \u201cjust right?\u201d <em>Journal of Research on Technology in Education, 46<\/em>(2), 103-128. <a href=\"https:\/\/doi.org\/10.1080\/15391523.2013.10782615\" target=\"_blank\" rel=\"noreferrer noopener\">https:\/\/doi.org\/10.1080\/15391523.2013.10782615<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Abstract:<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">\u201cIn the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to achieve technology integration. In accordance with Katz and Raths\u2019 \u201cGoldilocks Principle\u201d (cited in Kagan, 1990), TPACK, with its seven knowledge domains, may be too large (vague or ambiguous) of a construct to enable reasonable application. In this article, we provide a critical review of the TPACK construct and address the development, verification, usefulness, application, and appropriateness of TPACK as a way to explain the teacher cognition needed for effective technology integration. We make suggestions for returning to a simpler conceptualization to re- focus our efforts on what teachers need to achieve meaningful technology\u2013enabled learning.\u201d<\/p>\n","protected":false},"excerpt":{"rendered":"<p>Brantley-Dias, L., &amp; Ertmer, P.A. (2013). Goldilocks and TPACK: Is the construct \u201cjust right?\u201d Journal of Research on Technology in Education, 46(2), 103-128. https:\/\/doi.org\/10.1080\/15391523.2013.10782615 Abstract: \u201cIn the education community, the Technological Pedagogical Content Knowledge (TPACK) framework has become a popular construct for examining the types of teacher knowledge needed to&#8230;<\/p>\n<div class=\"more-link-wrapper\"><a class=\"more-link\" href=\"https:\/\/tpack.org\/tpackrefs\/archives\/7741\">Continue reading<span class=\"screen-reader-text\"><\/span><\/a><\/div>\n","protected":false},"author":1,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[3,6],"tags":[1508,2152],"coauthors":[2302],"class_list":["post-7741","post","type-post","status-publish","format-standard","hentry","category-journal-article","category-theoretical-publication","tag-tpack-development","tag-goldilocks-principle","entry"],"_links":{"self":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7741","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/comments?post=7741"}],"version-history":[{"count":0,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/posts\/7741\/revisions"}],"wp:attachment":[{"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/media?parent=7741"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/categories?post=7741"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/tags?post=7741"},{"taxonomy":"author","embeddable":true,"href":"https:\/\/tpack.org\/tpackrefs\/wp-json\/wp\/v2\/coauthors?post=7741"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}