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The Common Core State Standards place unprecedented emphasis on visual text—appropriately so, as visual components are increasingly ubiquitous in many kinds of text. This shift in emphasis requires substantial changes in our teaching. Concepts of print need to be expanded to include concepts of graphics, and specific graphical devices, such as diagrams, timelines, and tables, need to become the focus of systematic instruction. This article shares research‐based instructional practices that may support children's development in this increasingly important area.

This study examined the initial learning trajectories of 13 upper elementary teachers as they developed technological, pedagogical, and content knowledge (TPACK) while participating in a 7-month professional development program focused on integrating technology into their classroom practice. The program was collaborative and non-prescriptive: teachers worked on self-chosen summer projects with flexible support from a university-based partner. A descriptive multicase study design was employed to track teachers' learning progressions. Data included interviews, surveys, digital artifacts, and researchers' notes and memos. During the program, teachers developed varying degrees of TPACK. Analyses distilled six initial TPACK learning trajectories.