ABSTRACT
This chapter suggests that technological pedagogical content knowledge (TPCK) is the key to successful curriculum-based technology integration. It provides both a theoretical frame for TPCK and specific applications as well as interpretations of this frame in each of the primary content areas taught in K-12 schools. The design-based, curriculum-keyed contents imply a call to action for teacher education programs to restructure technology experiences for both preservice and in-service teachers. Content-rich technology learning experiences gained through professional development programs and collaboration with colleagues can assist practicing teachers with existing content and pedagogical knowledge to develop TPCK. As preservice and in-service teachers develop TPCK and experience designing context-specific technology applications for their classrooms, they will also expand their abilities to meet the diverse needs of their students. The chapter concludes with specific recommendations for teacher educators working to assist both preservice and in-service teachers as they build TPCK.
