Adding to the Knowledge of the TPACK Framework: A Case Study of Female Identity in Performance, Education, and Technology

Cynthia Stephens-Himonides^1*Margaret Young²

• ¹Kingston School of Art, Kingston University, Kingston upon Thames, England, United Kingdom
• ²The Ohio State University, Lima, Lima, Ohio, United States

Educators and researchers seeking the alignment of technology and pedagogy have utilized Mishra & Koehler's Technological Pedagogical Content Knowledge (TPACK) framework. This framework has provided a structure for research on and implementation of the effective use of technology in teaching and learning. Utilizing three main components of teachers' knowledge -content, pedagogy, and technology -the interactions between and among these bodies of knowledge form an understanding beyond the three components individually. However, consideration of teacher knowledge within pedagogy, content, and technology intersections does not take into account teacher identity. This necessitates not only investigations of teacher knowledge of pedagogy, content, and technology, but also teacher identity in relation to these constructs. To reveal teacher identities and their possible impact on technology use and integration, we propose furthering the knowledge of the Technological, Pedagogical, Content Knowledge (TPACK) framework. The purpose of this investigation is to examine teacher knowledge and identity and their impact on technology use and integration by using an extended TPACK framework to include teacher identity. Using a case study approach, we examined how the musical life of an accomplished and experienced female music performer and teacher's trajectory has intersected with technology as a tool in piano teaching and performing.Your point regarding the virtual world is well taken; however, music composition and production are created via music technology (Digital Audio Workstations, DAW, for example) which rely on particular software and hardware. The virtual world may well be used in conjunction with these music technologies; however, digital technologies such as Augmented Reality and Virtual Reality are generally not involved with music technology use. VR or AR have been examined as educational technologies in music teaching and learning.