Preface; References; Contents; Part I: The Significance of TPCK; The Essential Role of Pedagogical Knowledge in Technology Integration for Transformative Teaching and Learning; Introduction; Modern Technology Leads to a Focus on Professional Development; Teacher Knowledge and the Integration of Content and Pedagogy; Research on the Impact of Technology and the Development of TPACK; The Key Role of Pedagogical Knowledge; TPACK Profiles for Instructor Self-Reflection and Development; Quality Matters Professional Development and TPACK; Practical Implications; TPACK Profile Development

Engagement in Quality Measures for Online DevelopmentPedagogical Change for Transformation; Conclusions; References; Transforming Teachers' Knowledge: Learning Trajectories for Advancing Teacher Education for Teaching with Technology; Introduction; Central Components of TPACK; Teacher Knowledge: Levels for Teaching with Technology; Transforming Teachers' Knowledge in the Twenty-First Century; Learning Trajectories to Transform Pre-service Teacher Knowledge; Learning to Teach: Technology Courses; Learning to Teach: Content Methods Courses; Learning to Teach: Practicum Experiences

Learning Trajectories to Transform In-service Teacher KnowledgeLearning to Teach: Learning by Design; Learning to Teach: Extended Professional Development Programs; Conclusion; References; Part II: Theoretical Orientations Concerning the Nature of TPCK; Cognitive Processes Underlying TPCK: Mental Models, Cognitive Transformation, and Meta-conceptual Awareness; Introduction; First Level of Transformation: Teacher Knowledge as Mental Model Representations; Mental Models Mapped on the TPCK Framework; Interrelations of the TPCK Sub-domains

Second Level of Transformation: TPCK as Meta-conceptual AwarenessTPCK as Incoherent Knowledge in Pieces; TPCK as Coherent Theory Theory; Conclusion-TPCK Framework; TPCK as Meta-conceptual Awareness; Conclusions; References; TPACKtivity: An Activity-Theory Lens for Examining TPACK Development; Introduction; Technological Pedagogical Content Knowledge (TPACK); Activity Theory; Subjects; Objects; Mediating Tools; Dynamic Interactions; Applying TPACKtivity: A Study of Preservice Teacher Intern Development; Research Questions; Research Methodology; Participants; Data Collection; Data Analysis

Results: Activity Settings, Associated Mediating Tools and RulesCultural-Historical Context; Teacher Education Program; Daily Life; GRITS Experience; Object of the Setting; Community; Mediating Tools; Teacher Education Program; Subjects and Their Identities; Placement Setting; Online Communities; TPACKtivity: Moving Forward; References; Effect of a TPCK-SRL Model on Teachers' Pedagogical Beliefs, Self-Efficacy, and Technology-Based Lesson Design; Introduction; Pedagogical Beliefs About Teaching and Learning with Technology; Teachers' Technology Self-Efficacy Beliefs as an Aspect of SRL