987 Copyright © 2018, IGI Global. Copying or distributing in print or electronic forms without written permission of IGI Global is prohibited. Chapter 44 DOI: 10.4018/978-1-5225-5631-2.ch044 ABSTRACT A multiple case, descriptive study provides research insights for illuminating the tools and processes in the online TPACK learning trajectory situated in a social metacognitive constructivist instructional framework for graduate coursework. In this course, inservice K-12 teachers’ relearn, rethink, and redefne teaching and learning for developing a 21 st century literacy signifcantly infuenced by the proliferation and societal acceptance of multiple digital technologies. The research examination identifes insights about the incorporation of the key tools (community of learners and refection) and processes (shared/ individual knowledge development and inquiry) in the online learning trajectory for reframing teachers’ Technological Pedagogical Content Knowledge (TPACK). Three themes reveal how the online learn- ing trajectory relies on these tools and processes for enhancing the participants’ learning: the tools and processes are needed for constructing knowledge, for transitioning the participant’s thinking as a student to that of a teacher, and for recognizing the value of pedagogical strategies for teaching and learning with technologies. Learning is not a spectator sport. – Anonymous INTRODUCTION Concurrent with the scholarly research and publication surrounding the development and recognition of a new teacher knowledge construct, Technological Pedagogical Content Knowledge (TPACK), many educational organizations recognized that with societal and technological changes, the meaning of literacy has shifted in describing a 21 st century literacy. Since technology has increased the intensity and com- Online TPACK Learning Trajectory Tools and Processes Margaret L. Niess Oregon State University, USA