Placing TPACK in context: Looking at the big picture

Abstract

This special issue of Computers and Education Open focuses on the dynamic relationship between teacher knowledge for technology integration and contextual factors. It examines how contexts and contextual knowledge influence the development, application, and enactment of Technological Pedagogical and Content Knowledge (TPACK) across various educational settings. Articles in this issue address critical topics, including the investigation of TPACK in international settings, its alignment with local contexts, strategies for measuring TPACK in specific environments, approaches to training TPACK in applied settings, and the implementation of TPACK in new and evolving contexts. By exploring these dimensions at micro-, meso‑, and macro-levels, this collection contributes to a deeper understanding of how contextual factors shape TPACK, offering valuable perspectives for advancing research and practice in technology-enhanced education.