How does teachers' technological pedagogical content knowledge (TPACK) inform their instructional planning? Holv can this knowledge be enhanced?In an interpretivist study of experiencd secondary social studies teachers' plannir~g, we sought to discover clues to the nature and development of these teachers' TPACK-in-action as it was expressed in their planning processes. Comparisons of interview data and plmning products before and afier engaging in professional development that addressed content-focused, TPACKbased learning activity types (Harris & Hof;ev, 2009) revealed three primary findi~gs, each supported by participating reachers' oral and written reflections upon their learning. 7he participating teachers'(a) selection and use of learning activities and technologies became rnwe conscious, strategic, and varied;(b) instructional planning became more student-centered, focusing primarily upon students' intellectual, rather than ~#ective, engagement; and (c) quality standards for technology integration were raised, resulting in deliberate decisions for more judicious educational tecknology use. (Keywords: technological pedagogical content knowledge, TPACK, learning activities, instructional planning, curriculum, professional develapment) uccessful technology integration is rooted primarily in curriculum content and content-related learning processes, and secondarily in savvy use of educational technologies (Harris, Mishra, & Koehler, 2009). To effectively integrate educational technologies into instruction, K-12 teachers' planning must occur at the nexus of curriculum requirements, students' learning needs, available technologies' affordances and constraints, and the realities of school and classroom contexts. The complex knowledge needed for such planning is known as technological pedagogical content knowledge (Mishra & Koehler, 2006) -"the total package" of technology, pedagogy, content, and context knowledge (TPACK) (Thompson & hlishra, 2007(Thompson & hlishra, -2008.How does teachers' TPACK inform educators' instructional planning? How can this knowledge be developed? In an interpretivist study done with seven experienced secondary social studies teachers, we sought to discover the nature and development of these teachers' TPACK as it is applied in

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TPACK (Koehler & Mishra, 2008), a theoretical construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-based teacher education and research. Increasingly, K-12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK construct was understood and used in these K-12 organizations. Study results revealed the importance of context and professional culture in appropriating the construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted.

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