An instructional approach on teacher inquiry, online questionnaire, and TPACK

Integrating technology in K-12 classroom is a complex challenge for teachers. This article provides an overview on the conceptualization of Technological Pedagogical Content Knowledge (TPACK), action research, and questionnaires for data collection and processing. It presents how an instructional approach which incorporated the process of teacher inquiry and technological means is implemented into one educational technology course at a university in the northeastern region of the United States. The effectiveness of such an instructional approach on TPACK among participants of the course has been confirmed in this study. Discussion and conclusion of building a stronger pre- and in-service teachers' TPACK for educational technology courses are included.