American Educational Research Association (AERA)
Association for Educational Communications and Technology (AECT)
Michigan State University
Tech & Learning (magazine)
Associate Dean of Scholarship & Innovation; Professor, Arizona State University
Professor of Educational Psychology & Educational Technology; Director, Master of Arts in Educational Technology (MAET) program, Michigan State University
Punya Mishra is Director of Innovative Learning Futures at Arizona State University’s Learning Engineering Institute and a Professor in the Mary Lou Fulton Teachers College. He is internationally recognized for scholarship on educational technology, creativity, and design-based educational innovation, and is co-developer of the Technological Pedagogical Content Knowledge (TPACK) framework. He previously served (2016–2024) as Associate Dean of Scholarship & Innovation at ASU and directed the award‑winning MA in Educational Technology program at Michigan State University (1998–2016). His degrees include a Ph.D. in Educational Psychology (University of Illinois Urbana‑Champaign, 1998), an M.A. in Communications (Miami University, 1992), an M.Des. in Visual Communication (IIT Bombay, 1990), and a B.E. in Electrical & Electronics Engineering (BITS Pilani, 1988).
A framework describing the knowledge teachers need for effective technology integration, emphasizing the dynamic interactions among Content, Pedagogy, and Technology knowledge (and their intersections).
A design‑oriented professional development approach that integrates playful creativity, transdisciplinary content, and creative repurposing of tools to help teachers develop TPACK.
Journal of Digital Learning in Teacher Education • Journal
Proposes an update to the canonical TPACK diagram to foreground Contextual Knowledge (XK/CK) and argue for explicit consideration of context when conceptualizing and applying TPACK. Offers rationale and implications for research and practice.
Journal of Digital Learning in Teacher Education • Journal
Synthesizes 15 prominent 21st‑century frameworks and argues they converge on three categories of knowledge—foundational, meta, and humanistic. Highlights how digital technologies reshape all three and offers implications and recommendations for teacher education while emphasizing the enduring importance of disciplinary knowledge.
Journal of Computer Assisted Learning • Journal
Reviews international frameworks on 21st‑century competencies with a focus on digital literacy; examines learning approaches suited to developing these competencies and the role of technology. Identifies gaps between rhetoric and practice due to curricular, assessment, and teacher‑preparation challenges, and concludes with recommendations for implementation at scale.
International Journal of Learning Technology • Journal
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.
Contemporary Issues in Technology and Teacher Education • Journal
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.
Journal of Research on Technology in Education • Journal
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.
Teachers College Record • Journal
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.
Handbook of Research on Educational Communications and Technology (4th ed.) • Chapter
Handbook chapter that introduces TPACK, situates it among related constructs, reviews strategies for developing teachers’ TPACK, and surveys approaches to measuring TPACK, emphasizing links between assessment purposes, forms, and evidence for reliability and validity.