TPACK (Technological Pedagogical and Content Knowledge) is a widely used framework in K - 12 and tertiary education across the globe, supporting preservice and in-service teachers plan for and reflect on teaching and learning with technology. However, the framework has been criticised as inadequate for learning areas that involve substantial engagement with the affective domain, such as Music and Drama. This paper further argues that affect is not only relevant to specific learning areas, but that there is an affective dimension to all user engagement with technology. However, there is currently no framework that engages holistically with cultivating both technological knowledge and skills as well as productive attitudes and affective orientations. As such, this paper contents that TPACK should be reconceptualized as TAPACK (Technological Affect Pedagogical and Content Knowledge) to explicitly foreground, engage with, and value the affective domain of teaching and learning with technology. 

To make this case, this paper draws on contemporary scholarship that demonstrates the important role of affective orientations to technology in shaping the extent to which preservice and in-service teachers deploy and embed technology meaningfully into teaching and learning. Data generated from student feedback on an educational technology course is also used to demonstrate the impact and benefits of supporting preservice teachers to grapple with their technology-related attitudes and orientations by placing these affective dimensions alongside practical matters, such as technological, pedagogical, and content knowledge. While embedding technology into teaching and learning is an expected practice in contemporary education across the globe, teacher attitudes towards and beliefs about technology remain powerful 'second order barriers' to technology integration. This paper argues that deliberately turning toward these affective orientations and explicitly engaging with the human dimension of teaching and learning with and about technology offers a way to empower preservice and in-service teachers to make informed, agential decisions about deploying technology to expand learning opportunities for students. 

By synthesising scholarship that argues for more nuanced approaches to learning technology research with our own experience teaching into initial teacher education - including student feedback on an educational technology course - we draw on inductively coded data and reflexive inquiry to propose that TPACK should be reconceptualised as TAPACK to explicitly foreground, engage with, and value both practical and affective dimensions of deploying technology meaningfully into teaching and learning.

Providers of ITE (initial teacher education) must ensure preservice teachers (PSTs) are equipped to prepare the next generation of twenty-first century workers to compete in a global economy. However, research has found that PSTs are often anxious about and resistant to technology for teaching and learning. Further, it is well established that teacher beliefs about technology for teaching and learning are directly related to their technological practices. Specifically, beliefs and attitudes towards technology are known as ‘second order barriers’ (Makki et al., 2018). Despite overwhelming evidence of the importance and impact of teacher attitudes towards incorporating technology into learning, (e.g., Makki et al., 2018; Vongkulluksn et al., 2018), including the significant influence of teacher educators’ practice and role-modelling on preservice teacher attitudes towards technology (e.g., Tondeur et al., 2019), the dominant technology integration frameworks, among which TPACK is chief, engage only implicitly – if at all – with this vitally important domain. We argue for a more holistic and problematised approach to engaging PSTs with technology for teaching and learning, and for actively engagement not only with technological knowledge and skills but also with PSTs’ technology-related attitudes, orientations, and beliefs because learning – including with technology – is not unproblematic and mechanistic but complex and more-than-cognitive.

Makki, T. W., O'Neal, L. J., Cotten, S. R., & Rikard, R. V. (2018). When first-order barriers are high: A comparison of second-and third-order barriers to classroom computing integration. Computers & Education, 120, 90-97. Mishra, P. & Koehler, M. (2006). Technological pedagogical content knowledge: a framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054. Parr, G., Bulfin, S., Diamond, F., Wood, N., & Owen, C. (2020). The becoming of English teacher educators in Australia: A cross-generational reflexive inquiry. Oxford Review of Education, 46(2), 238-256. Tondeur, J., Scherer, R., Baran, E., Siddiq, F., Valtonen, T., & Sointu, E. (2019). Teacher educators as gatekeepers: Preparing the next generation of teachers for technology integration in education. British Journal of Educational Technology, 50(3), 1189-1209. Vongkulluksn, V. W., Xie, K., & Bowman, M. A. (2018). The role of value on teachers' internalization of external barriers and externalization of personal beliefs for classroom technology integration. Computers & Education, 118, 70-81.