Abstract
Technological pedagogical content knowledge (TPACK) is a theoretical concept that describes teachers’ know-how for technology-enhanced learning as the synthesis of their technological, pedagogical, and content knowledge. It is found that TPACK is best created through teacher engagement in lesson design projects. The professional development programmes can better help teachers to create student-centred strategies for technology-enhanced learning through the use of different kinds of lesson design support. This chapter describes the design of a professional development workshop that supports NAFA artist educators to engage in TPACK creation through the use of design rubrics, scaffolding questions, TPACK Activity Types, technology modelling, and one-to-one technology mentoring. The workshop was attended by 31 artist educators. Analysis of the 17 implemented lesson designs that were voluntarily shared by the artist educators for research purposes showed that the professional development workshop supported its participants to create three approaches for technology-enhanced learning—Evaluating Understanding, Representing Understanding, and Representing Understanding and Inquiry. These are manifestations of the unique forms of TPACK that the participants created through workshop participation that was found to be more strongly influenced by their current ways of teaching with technology rather than their artistic discipline. The considerations for supporting artist educators’ TPACK creation through professional development workshops are discussed.