TPACK in the age of ChatGPT and Generative AI

Abstract

The educational impact of Generative AI (GenAI) technologies, such as ChatGPT, has received significant attention. We use the TPACK framework to discuss the types of knowledge teachers require to effectively use GenAI tools. We highlight the qualities of GenAI that make it like other digital technologies (they are protean, opaque, and unstable) as well as qualities that make it revolutionary (namely, they are generative and social). We describe how these traits affect specific knowledge domains (TK, TPK, TCK, XK, and TPACK) and explore implications for educators. Finally, we argue for a more expansive description of Contextual Knowledge (XK), going beyond the immediate context to include considerations of how GenAI will change individuals, society and, through that, the broader educational context.

Keywords:

• TPACK
• generative AI
• chatGPT
• teacher education
• ChatGPT in education
• TPACK and ChatGPT

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Notes on contributors

Punya Mishra

Punya Mishra juggles being associate dean, professor, researcher, author, and designer at the Mary Lou Fulton Teachers College at Arizona State University. He claims to be interested in life, the universe, and everything; and loves shoehorning Douglas Adams’ book titles into his bio statement. You can find him at punyamishra.com.

Melissa Warr

Melissa Warr is an Assistant Professor of Education Design and Learning Technologies at New Mexico State University. Her research blends teacher education, design, creativity, and technology. Her scholarship is available at http://melissa-warr.com.

Rezwana Islam

Rezwana Islam is a doctoral student at the Mary Lou Fulton Teachers College at Arizona State University. She is interested in designing and evaluating learning experiences and the future of teacher education in the areas related to artificial intelligence, virtual/augmented reality.