Many research efforts are underway that focus on developing the Technological Pedagogical Content Knowledge (TPACK) framework (Koehler & Mishra, 2007; Mishra & Koehler, 2006) as a lens through which to observe the role of technology in teacher knowledge. This review of literature examines the development of the TPACK framework with a particular focus on assessing TPACK in the context of preservice teacher preparation programs. In an effort to highlight the emerging instruments and methods currently available for use with this specific group, this study provides an overview of instruments and methods as well as a discussion of the challenges, purposes, and potential uses of these tools for TPACK-based evaluation of preservice teacher preparation experiences.
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