TPACK: trends in current research

For some time now school teachers have been encouraged to integrate ICT into their practice, so that perceived learning gains will be realised. Yet teacher rates of adoption of ICT, and their often use of ICT to aid current practice, rather than for pedagogical transformation suggest otherwise. Research has shown that a lot of factors can contribute to this uptake, including the school context, the teacher and the students (Zhao et al, 2002), research, policy and technology (Groff and Mouza 2008) and techno-centric approaches to teacher professional learning (Harris, Mishra and Koehler (2009). The TPACK framework, by recognising the complexity in teacher knowledge required to integrate ICT, has been greeted with considerable interest.