Is TPACK a theory

The field of educational technology research has been criticized as weak in relation to its use of theory and methodology. The Technological Pedagogical Content Knowledge (TPACK) framework is one of the few theories specific to educational technology used in education technology research. However, while widely adopted, researchers continue to critique and contest the framework as part of the active scholarship around TPACK. This paper explores fundamental questions about the theoretical framing of TPACK and its application and utility in educational research. In addressing the question ‘Is TPACK a theory?’, the paper focuses on three subsidiary questions: what are the constituents of TPACK; what form of theory is TPACK; and, what is the theoretical range of TPACK? It concludes by reflecting on opportunities for expanding and building on the framework to improve TPACK’s utility as a theory.