Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570

Summary
Harris and Hofer (2011) investigate how secondary social studies teachers apply Technological Pedagogical Content Knowledge (TPACK) in their curriculum planning and how targeted professional development can support this process. Using interviews, unit and lesson plans, and reflective commentaries collected before and after a TPACK-based professional development experience, the authors examined how seven experienced teachers designed technology-enhanced learning. The study revealed that teachers became more deliberate in selecting learning activities and technologies, adopted more student-centered planning practices, and shifted from using technology for simple motivation toward leveraging it for deeper intellectual engagement. The authors emphasize the usefulness of curriculum-based learning activity type taxonomies in helping teachers purposefully align content, pedagogy, and technology.

Evaluation
This study is well designed and methodologically sound, using qualitative triangulation across interviews, artifacts, and reflections to capture how teachers’ thinking evolved. The inclusion of authentic examples and planning taxonomies strengthens both clarity and applicability for practitioners. While the sample size of seven teachers limits generalizability and the descriptive design does not establish causality, Harris and Hofer’s work provides valuable insight into how professional learning can lead to more thoughtful and effective technology integration. Their discussion underscores the difference between using technology as a “motivational hook” and embedding it as a true cognitive and instructional tool, a distinction that remains highly relevant in contemporary classrooms.

Reflection on Applicability to Developing Courses for Autistic Students
Although this study focuses on secondary social studies teachers, its central message—intentional alignment among content, pedagogy, and technology—translates directly to inclusive curriculum design for autistic students. The activity-type taxonomy could be adapted to incorporate sensory-friendly supports, visual scaffolds, and interactive tools that honor diverse communication and processing needs. Harris and Hofer’s emphasis on fit—selecting the right technological tools for specific learning goals—reinforces the importance of designing experiences that are both flexible and personalized. For autistic learners, this means crafting environments where technology not only motivates but genuinely supports understanding, autonomy, and emotional safety.