Beyond TPACK: A case for foregrounding affect in technology rich 21st‐century teaching and learning.

Background: This research was motivated by noticing shortcomings in the TPACK framework, which does not take account of the affective dimension (e.g., emotions, moods, attitudes and values) of teaching and learning with and about technology, despite this being a key predictor of whether teachers incorporate technology into teaching and learning. Reimagining TPACK as TAPACK to explicitly engage with affect offers a way of leveraging the influential TPACK framework to foreground the affective domain and encourage preservice teachers (PSTs) towards meaningful technology integration in teaching and learning. Objectives: The goal of this research is to encourage teacher educators to explicitly engage PSTs with the affective dimension of integrating technology into teaching and learning by sharing strategies from our own research and practice. Methods: We deploy reflexive inquiry to draw on our experience teaching into technology focused teacher education courses to crystallize key shortcomings in the existing TPACK framework and suggest a possible way forward. Results and Conclusions: Our research suggests that engaging explicitly with the affective dimension by incorporating affect into the TPACK framework to become TAPACK may enhance technology focused teacher education courses by supporting PSTs to develop positive affective orientation towards technology, thereby increasingly the likelihood that PSTs will integrate technology into their practice. Lay Description: What is already known about this topic?: TPACK is an influential global framework that supports preservice and in‐service teachers incorporate technology into teaching and learning.TPACK does not engage with the affective domain, which includes attitudes and beliefs, which are among the most powerful influences on technology integration. What this paper adds?: Reconceptualising TPACK as TAPACK enables explicit engagement with the affective domain in technology related teaching and learning.Reconceptualising TPACK as TAPACK may encourage preservice teachers to develop positive affective orientations towards technology, and therefore more likely to integrate technology into practice. Implications for practice and/or policy: Explicitly engaging with the affective dimension of teaching and learning with and about technology foregrounds the importance influence of values and attitudes on technology use.TAPACK invites critical self‐reflection on the impact of technology related beliefs and practice. [ABSTRACT FROM AUTHOR]