摘要：AbstractThe aim of this case study was to better understand how TPACK can be developed through constructionist activities. Accordingly, a course was designed and a purposively sampled group was selected for collecting in-depth data. The findings of the study demonstrated that teachers’ knowledge and conception of using technology for teaching developed in three levels. With each level, there was an improvement of teachers’ TPACK and its components as a result of performing constructionist activities. First level was limited to usage of technology for exhibiting curriculum information. In the second level, the participants focused on using technology to present content and materials. The results indicated that in this level although two components of the participants’ TPACK, viz. TCK and PCK developed, considering technology as a learning tool (TPK) appeared to be missing. However, in the third level they developed the ability to use technology for enhancing teaching and learning. The result of the study highlighted inter and intra group interactions and learning-through-making as two aspects of constructionist activities that were more influential in the development of TPACK.
