For release in the Advances in Higher Education and Professional Development (AHEPD) Book Series.
The Advances in Higher Education & Professional Development (AHEPD) Book Series provides an outlet for researchers and academics to publish their research in these areas and to distribute these works to practitioners and other researchers.
The digital age of the 21st century is revolutionizing education with increased access to information in new and faster ways, with more emphasis on social interactions in learning where collaboration and communication play important features of the learning experiences. Teachers today are faced with increasing expectations that they respond to the influence of multiple digital technologies not only integrating them in their instruction but examining the impact of these capabilities on the curriculum and the pedagogies of this new age. Typically, these technologies are ones with which they are (1) unfamiliar, (2) have not used in learning in their own precollege education, or (3) have not learned to integrate in their teacher preparation programs. The challenges for this knowledge require that they think outside their traditional view of how content is learned and communicated as well as what content is important for this digital citizenry.
Thus, instructional designers, teacher educators and professional developers are expected to design and offer courses and workshops that support the development of this knowledge for teaching with technology. One construct proposed for thinking about teacher knowledge is known as Technological Pedagogical Content Knowledge (TPACK) (Niess, 2005, 2008; Mishra & Koehler, 2006; Thompson & Mishra, 2007). The TPACK theoretical framework proposes a transformation of teachers’ knowledge, highlighting knowledge inputs that must be rearranged, merged, organized, assimilated and integrated such that they are no longer individually discernible in the thinking and reasoning for teaching in today’s digital age. For the fields of curriculum design, pre-service teacher education, continuing teacher education, and distance education, multiple frameworks exist for guiding the research and current thinking in this digital age. The complexity of the changes in learning environments suggest a need for compiling current research on teacher education in this digital age.