Matthew J. Koehler

As guest editors introduce a special issue on online learning, the authors define online learning and variants, situate it historically, and outline multidimensional issues (e.g., access, equity, pedagogy, assessment) sharpened by the COVID‑19 era. They propose an interdisciplinary agenda at the nexus of educational technology, educational psychology, and the learning sciences.

Uses BoardGameGeek data for 208 educational analog games to identify common themes, mechanics, and genres and models their relationships to player ratings. Findings suggest themes help predict reception; the paper offers a vocabulary teachers can use to compare and select analog educational games for classroom use.

Evaluates human coding, machine coding, and GPS methods to geolocate Twitter users participating in the #michED hashtag. Survey comparisons show human profile coding covered more users with higher accuracy but with trade‑offs. The paper discusses methodological considerations for using geolocation and other digital methods in educational research.

Analyzes user‑generated reviews to test whether an existing taxonomy captures how players evaluate games. Four of nine taxonomy dimensions frequently appeared; reviewers also compared games holistically, referenced related titles, and weighed value (time, money, effort). Results suggest ways to use player reviews for research on game design and reception.

Systematically reviews 193 empirical TPACK studies to examine how “context” is included and conceptualized. About one‑third explicitly address context, with classroom, school, and teacher factors more common than student or societal factors. The review calls for measures and research designs that better integrate contextual complexity into TPACK scholarship.

A concise, updated treatment of TPACK that revisits its origins and clarifies key constructs. The article outlines technology’s roles in reshaping disciplinary content and pedagogy and explains how the interplay among the three knowledge bases yields the flexible expertise needed for successful technology integration.

Extends the learning technology by design approach to propose the Deep‑Play model for teacher professional development. The model integrates 21st‑century pedagogy, transdisciplinary content, and creative repurposing of tools, encouraging playful, reflective design work that helps teachers develop TPACK.

Compares published video, teachers’ own video, and peers’ video within a problem‑based PD program for 26 K–12 science teachers. Each video type offers distinct affordances and challenges; teachers benefit from multiple viewings and peer dialogue. The authors provide design recommendations for leveraging different video sources in PD.

Extends learning‑by‑design into a “deep‑play” model of teacher professional development. The model integrates 21st‑century learning skills, transdisciplinary content, and creative repurposing of tools to cultivate TPACK. Examples illustrate how deep‑play activities help teachers invent pedagogically meaningful uses of non‑educational technologies.

Reports a randomized controlled trial of a semester‑long PD intervention with coaching for 88 Head Start teachers and 759 children. Positive effects were found on classroom environment and literacy supports and on several child literacy outcomes (e.g., letter knowledge, blending). No differential effects emerged between remote versus on‑site coaching.

Introduces the TPACK framework for teacher knowledge and explains why developing TPACK is critical to effective technology integration. The paper synthesizes how content, pedagogy, and technology interact in practice and argues for flexible, context‑sensitive knowledge needed to design instruction with technology.

Critiques technocentric approaches to technology integration and recommends using TPACK to conceptualize interdependent relationships among technology, pedagogy, content, and context. Introduces TPACK‑based “activity types” rooted in content‑specific activity structures as practical tools to help teachers plan curriculum‑aligned, technology‑supported learning.

Provides an accessible exposition of the TPACK framework for teacher knowledge for technology integration, explaining the distinct knowledge bases (content, pedagogy, technology) and their intersections (PCK, TCK, TPK, and TPACK). Discusses the ill‑structured nature of teaching, technological affordances/constraints, and contextual factors, arguing that flexible navigation across these knowledge domains underpins successful technology integration.

Reports design and validation of a survey instrument to assess preservice teachers’ TPACK. Using data from 124 preservice teachers, reliability analyses (Cronbach’s alpha) and factor analyses supported scale structure; after revising or removing 18 items, the instrument showed acceptable reliability and validity to support longitudinal studies of TPACK development.

Analyzes 15 weeks of discourse from teams in a faculty development design seminar to examine shifts in participants’ conceptions of content, pedagogy, and technology. Results show movement from viewing the three as separate constructs toward a connected understanding consistent with TPACK, highlighting design‑studio experiences as a pathway for teacher knowledge growth.

Introduces the Technological Pedagogical Content Knowledge (TPACK) framework by extending Shulman’s PCK to include technology. Argues that effective teaching with technology requires a complex, situated knowledge integrating content, pedagogy, and technology, and illustrates how this perspective informs theory, pedagogy, and research methods in technology integration.

Proposes Technological Pedagogical Content Knowledge (TPACK) as a conceptual framework for integrating technology into teaching. Building on Shulman’s PCK, the article argues that effective technology integration requires a complex, situated form of teacher knowledge arising from interactions among content, pedagogy, and technology. It illustrates the framework with examples from teacher and faculty development and discusses theoretical, pedagogical, and methodological implications.

Reports findings from a design‑based faculty development seminar in which instructors collaborated with graduate students to build online courses. Survey and qualitative data show participants perceived growth in technology application and TPACK. The study argues that learning‑by‑design is effective for developing deep, integrated knowledge of content, pedagogy, and technology.