Publications

Selected TPACK/Learning Activity Types Publications (in reverse chronological order)

Hofer, M. & Harris, J. (2019). Topics and sequences in experienced teachers' instructional planning: Addressing a ~30-year literature gap. In D. C. Gibson & M. N. Ochoa (Eds.), Research highlights in technology and teacher education 2019 (pp. 35-43). Waynesville, NC: Association for the Advancement of Computing in Education (AACE).

Hong, J. E., Harris, J. B., Jo, I., & Keller, K. (2018). The knowledge base for geography teaching (GeoKBT): A preliminary model. Research in Geographic Education, 20(1), 26-47.

Harris, J. & Phillips, M. (2018). If there's TPACK, is there technological pedagogical reasoning and action? In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2018 (pp. 13-22). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Phillips, M. & Harris, J. (2018). PCK and TPCK/TPACK: More than etiology. In E. Langran & J. Borup (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 2036-2043).

Harris, J., Phillips, M., Koehler, M., & Rosenberg, J. (2017). TPCK/TPACK research and development: Past, present, and future directions. Australasian Journal of Educational Technology, 33(3), i-viii. https://doi.org/10.14742/ajet.3907

Harris, J., & Hofer, M. (2017). "TPACK stories:" Schools and school districts repurposing a theoretical construct for technology-related professional development. Journal of Research on Technology and Education, 49(1), 1-15. https://doi.org/10.1080/15391523.2017.1295408

Hofer, M., & Harris, J. (2016). Open educational resources (OERs) for TPACK development. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education international conference 2016 (pp. 4865-4870). Waynesville, NC: AACE.

Harris, J. (2016). Inservice teachers' TPACK development: Trends, models, and trajectories. In M. Herring, M. Koehler, & P. Mishra (Eds.), Handbook of technological pedagogical content knowledge for educators (2nd ed.) (pp. 191-205). New York, NY: Routledge. https://doi.org/10.1007/s11528-017-0176-2

Hofer, M., & Harris, J. (2015). Developing TPACK with learning activity types. In M. Hofer, L. Bell & G. Bull (Eds.), Practitioner's guide to technology, pedagogy, and content knowledge (TPACK): Rich media cases of teacher knowledge (pp. 7-1 to 7-14). Waynesboro, NC: AACE.

Hofer, M., Bell, L., & Bull, G. (Eds.). (2015). Practitioner's guide to technology, pedagogy, and content knowledge (TPACK): Rich media cases of teacher knowledge. Waynesboro, NC: AACE.

Harris, J., & Hofer, M. (2016). Planning for deep learning using TPACK-based learning activity types. In L. Liu & D. Gibson (Eds.), Research highlights in technology and teacher education 2016 (pp. 45-51). Chesapeake, VA: Association for the Advancement of Computing in Education (AACE).

Harris, J., & Hofer, M. (2014). The construct is in the eye of the beholder: School districts' appropriations and reconceptualizations of TPACK. In M. Searson & M. Ochoa (Eds.), Proceedings of Society for Information Technology & Teacher Education international conference 2014 (pp. 2306-2313). Chesapeake, VA: AACE.

Harris, J., van Olphen, M. & Hofer, M. (2013). Incorporating knowledge of students systematically into TPACK-based instruction: An illustration. In R. McBride & M. Searson (Eds.), Proceedings of Society for Information Technology & Teacher Education international conference 2013 (pp. 5054-5061). Chesapeake, VA: AACE.

Dempsey, C., Harris, J., & Hofer, M. (2013). Grounded tech integration: Visual arts. Learning & Leading With Technology, 39(5), 36-38.

Van Olphen, M., Hofer, M., & Harris, J. (2012-2013). Grounded tech integration: ESOL. Learning & Leading With Technology, 39(4), 37-39.

Bauer, W. I., Hofer, M., & Harris, J. (2012). Grounded tech integration: Music. Learning & Leading With Technology, 39(3), 30-32.

Juniu, S., Harris, J., & Hofer, M. (2012). Grounded tech integration: Physical education. Learning & Leading With Technology, 39(2), 34-36.

Hofer, M. & Grandgenett, N (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. https://doi.org/10.1080/15391523.2012.10782598

Hofer, M., & Harris, J. (2012). TPACK research with inservice teachers: Where's the TCK? In C. D. Maddux, D. Gibson, & R. Rose (Eds.), Research highlights in technology and teacher education 2012 (pp. 31-36). Chesapeake, VA: Society for Information Technology & Teacher Education (SITE).

Harris, J., Grandgenett, N., & Hofer, M. (2012). Testing an instrument using structured interviews to assess experienced teachers' TPACK. In C. D. Maddux, D. Gibson, & R. Rose (Eds.), Research highlights in technology and teacher education 2012 (pp. 15-22). Chesapeake, VA: Society for Information Technology & Teacher Education (SITE).

Swan, K., & Hofer, M. (2011). In search of Technological Pedagogical Content Knowledge: Teachers' initial foray into podcasting in Economics.Journal of Research on Technology in Education, 44(1), 75-98. https://doi.org/10.1080/15391523.2011.10782580

Harris, J.B. & Hofer, M.J. (2011). Technological Pedagogical Content Knowledge (TPACK) in action: A descriptive study of secondary teachers' curriculum-based, technology-related instructional planning.Journal of Research on Technology in Education,43(3), 211-229. https://doi.org/10.1080/15391523.2011.10782570

Harris, J. B., Hofer, M. J., Blanchard, M. R., Grandgenett, N. F., Schmidt, D. A., van Olphen, M., & Young, C. A. (2010). "Grounded" technology integration: Instructional planning using curriculum-based activity type taxonomies. Journal of Technology and Teacher Education, 18(4), 573-605.

Hofer, M. & Harris, J. (2010). Differentiating TPACK development: Using learning activity types with inservice and preservice teachers. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.). Research highlights in technology and teacher education 2010 (pp. 295-302). Chesapeake, VA: Society for Information Technology and Teacher Education (SITE).

Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a TPACK-based technology integration assessment instrument. In C. D. Maddux, D. Gibson, & B. Dodge (Eds.). Research highlights in technology and teacher education 2010 (pp. 323-331). Chesapeake, VA: Society for Information Technology and Teacher Education (SITE).

TPACK-based Technology Integration Assessment Rubric

Schmidt, D., Harris, J., & Hofer, M. (2010). "Grounded" tech integration: K-6 literacy. Learning & Leading With Technology, 37(7), 30-32.

Blanchard, M. R., Harris, J., & Hofer, M. (2010). "Grounded" tech integration: Science. Learning & Leading With Technology, 37(6), 32-34.

Young, C.A., Hofer, M., & Harris, J. (2010). "Grounded" tech integration: English language arts. Learning & Leading With Technology, 37(5), 28-30.

van Olphen, M., Hofer, M., & Harris, J. (2009-2010). "Grounded" tech integration: Languages. Learning & Leading With Technology, 37(4), 26-28.

Grandgenett, N., Harris, J., & Hofer, M. (2009). "Grounded" tech integration: Math. Learning & Leading With Technology, 37(3), 24-26.

Hofer, M., & Harris, J. (2009). "Grounded" tech integration: Social studies. Learning & Leading With Technology, 37(2), 26-28.

Harris, J., & Hofer, M. (2009). "Grounded" technology integration: Planning with curriculum-based learning activity types. Learning & Leading With Technology, 37(2), 22-25.

Harris, J., & Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based TPACK development. In Maddux, C. (Ed.). Research highlights in technology and teacher education 2009 (pp. 99 - 108). Chesapeake, VA: AACE.

Harris, J.B., Mishra, P. & Koehler, M. (2009). Teachers' technological pedagogical content knowledge and learning activity types: Curriculum-based technology integration reframed. Journal of Research on Technology in Education, 41(4), 393-416.
https://doi.org/10.1080/15391523.2009.10782536

Harris, J.B. (2008). TPCK in inservice education: Assisting experienced teachers' planned improvisations. In AACTE Committee on Innovation & Technology (Eds.). Handbook of technological pedagogical content knowledge for educators (pp. 251-271). New York, NY: Routledge. https://doi.org/10.21432/t2cs3g