This paper describes a recent longitudinal study set in Australia which examined the extent to which early career teachers used information and communication technologies (ICT) in their classrooms. The study, which tracked 35 teachers through the first three years of their teaching, found a range of personal and socio-cultural factors that impacted on the extent to which ICT was used. In addressing personal factors such as teachers’ beliefs, knowledge and skills, the research drew upon the work of Mishra and Koehler (2006) to consider the inter-relationships between teachers’ technological, pedagogical and content knowledge (TPACK). The use of TPACK as an analytical framework was at the same time insightful and perplexing. This paper reflects upon the usefulness of TPACK in making sense of how two of these 35 participants used ICT.

This paper was peer reviewed and accepted for delivery at the European Association for Practitioner Research on Improving Learning (EAPRIL) Conference 2010 in Lisbon, Portugal. This paper was used as a basis for the presentation and will be further developed for submission to the European Association for Research into Learning and Instruction (EARLI) journal: Learning and Instruction.


Published in Full, TPACK, pedagogical knowledge, technological knowledge


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