195 Copyright © 2015, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 11 DOI: 10.4018/978-1-4666-6284-1.ch011 Using Mobile Technologies to Co-Construct TPACK in Teacher Education ABSTRACT How student teachers might beneft from using their mobile technologies during teaching experiences is a timely question for teacher educators. This chapter describes eforts to use the TPACK framework (Mishra & Koehler, 2006) to investigate how students use iPad computers during their student teaching and design appropriate supports. A design-based approach (Sandoval & Bell, 2004) was used over two years with two cohorts of student teachers (N=60). Descriptions of the use of the TPACK framework in this endeavor and fndings from surveys and feld notes about how and to what degree mobile technology can facilitate activities and interactions in planning, teaching, refecting, and sharing are included. The case is made for co-learning and co-constructing by student teachers and teacher educators of the various TPACK domains of teacher knowledge in the context of mobile technology. Implications for developing supportive learning environments for 21st century student teachers are also discussed. INTRODUCTION During the past two decades, digital tools have transformed most knowledge-related professions as well as many jobs that do not, at first glance, seem data-dependent. Throughout higher educa- tion, as predicted, students have adopted mobile devices rapidly and are beginning to view these tools, including laptops, smartphones, and tab- let computers, as critical for effective learning (Alexander, 2004; Chen & Denoyelles, 2013). Since their students increasingly rely on personal Cornelis de Groot University of Rhode Island, USA Jay Fogleman University of Rhode Island, USA Diane Kern University of Rhode Island, USA