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This paper presents three cases of technology intervention in classrooms where the TPACK model seemingly falls short of a due consideration of context. The argument is made that context can drive pedagogy, technology and content independently whilst the established interactions of each continues to occur. The analysis suggests that contextual factors of culture, learning challenges and second language study present additional complexity to the teaching and learning environment especially as technology is employed to empower learning. DOI:10.2458/azu_itet_v5i1_mackinnon

Highlighting the Importance of Context in the TPACK Model: Three Cases of Non-traditional Settings