From knowledge to inclusion: Culturally responsive TPACK (TPACCK)

Abstract

Technological pedagogical content knowledge (TPACK) is one of the most widely used frameworks mobilized to support technology integration. Building on recent scholarship that calls for more inclusive and contextualized TPACK to improve technological integration at the local level, this study situates and empirically analyzes the influence of cultural variables in TPACK implementation by a Canadian EFL teacher working in the Japanese university context. It uses analytic autoethnography that draws on culturally responsive teaching and Western and Japanese cultural theories. The results highlight the critical limitations of the current TPACK model in intercultural environments and argue for the inclusion of cultural knowledge as a distinct but overlapping knowledge construct (TPACCK). This model would give greater attention to teachers’ cultural knowledge, thus better equipping educators and organizations to overcome cultural challenges that arise in implementing pedagogies, content, and technologies in intercultural contexts.