Technological pedagogical content knowledge (TPCK) reflects a new direction in understanding
the complex interactions among content pedagogy learners and technology that can result in
successful integration of multiple technologies in teaching and learning. The purpose of this
edited volume is to introduce TPCK as a conceptual framework for grounding research in the area
of teachers' cognitive understanding of the interactions of technology with content pedagogy
and learner conceptions. Accordingly the contributions will constitute systematic research
efforts that use TPCK to develop lines of educational technology research exemplifying current
theoretical conceptions of TPCK and methodological and pedagogical approaches of how to develop
and assess TPCK.
