Is TPACK framework effective for Executive Coaching?

Reference:

Harris, J., & Hofer, M. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211–229. https://doi.org/10.1080/15391523.2011.10782570

Annotation:

Judith Harris and Mark Hofer (2011) examined how experienced teachers plan instruction that effectively integrates technology with content and pedagogy. Through qualitative interviews, unit analyses, and reflective journals, the researchers found that teachers’ use of technology became more conscious, strategic, and student-centered after participating in professional development focused on content-based “learning activity types.” Teachers began selecting technologies not for their novelty but for how well they served learning goals, demonstrating that effective integration requires understanding the nuanced “fit” between tools, content, and learners.

The study introduced a replicable framework for developing adaptive expertise through reflective planning and design thinking principles that extend far beyond education - hence why it is relevant to executive coaching!

For leadership and management consultants, Harris and Hofer’s study offers a powerful parallel to the challenges of coaching and organizational learning. Their methodology is deeply interpretive, reflective, and evidence-based which mirrors the way executive coaches guide leaders through awareness, experimentation, and refinement. By mapping how teachers evolve from “technocentric” to “learner-centric” thinking, the research models how leaders can move from “tool orientation” (e.g., implementing AI dashboards or engagement platforms) to behavioral fluency like integrating technology with strategy, culture, and context.

The study’s TPACK framework can be adapted for leadership enablement, where:

content = strategy

pedagogy = leadership approach

technology = tools

These facilitate decision-making and communication. HR professionals can use this lens to design more effective coaching interventions shifting from system implementation to skill integration, much like educators learned to shift focus from software features to meaningful outcomes.

Traditional Executive Coaching example:

Coach: “You’ve mentioned frustration with your team’s resistance to the analytics platform. What emotions come up for you when you see that resistance?”
COO: “It feels like they’re not moving fast enough, like they’re clinging to old ways.”
Coach: “What leadership behaviors could help model the adaptability you’d like to see?”
COO: “Maybe I could be more transparent about my learning curve too.”
Coach: “Excellent. Let’s develop a communication plan that frames your learning story and sets expectations.”

Result: The coach helps the leader become more self-aware, emotionally intelligent, and strategic in communication, but the technology integration challenge remains largely unaddressed.

TPACK Framework Executive Coaching Example:

Coach: “You’re leading a transformation that depends on your team’s ability to use data strategically. Let’s explore how your communication methods and tool use align with that goal.”
COO: “I’ve asked them to adopt the dashboard, but they still default to old reports.”
Coach: “That’s an example of a content-technology gap. What if we designed learning sessions that focus not just on using the tool but on interpreting data for strategic decisions? You could co-facilitate those sessions modeling the kind of data-driven thinking you expect.”
COO: “That makes sense. I can use our next operations meeting to walk through how I’m using the data for forecasting.”
Coach: “Exactly. That integrates the technology into your leadership pedagogy turning the tool into a platform for shared sense-making, not compliance.”

Result: The coaching moves from personal reflection to adaptive system design aligning how the leader teaches, communicates, and models behavior through the actual technology being adopted.

Coach’s Focus:

• Technology = digital tools and data systems being implemented.

• Pedagogy = the coaching approach or facilitation method (how the leader learns).

• Content = the business strategy, goals, or leadership outcomes being developed.

Try using AI Personalized Podcasts to Drive Retention & Employee Development

Reference:

Do, T. D., Bin Shafqat, U., Ling, E., & Sarda, N. (2024). PAIGE: Examining learning outcomes and experiences with personalized AI-generated educational podcasts (arXiv preprint arXiv:2409.04645). https://doi.org/10.48550/arXiv.2409.04645

Annotation:

The researcher take a deep dive into how generative AI can convert textbook chapters into personalized educational podcasts for a group of 180 college students. The researchers compared traditional textbook reading with both generalized and personalized AI-generated podcasts across multiple subject areas. Their findings showed that students overwhelmingly preferred podcasts to reading, and that personalized podcasts tailored to learners’ backgrounds and interests improved comprehension in several disciplines.

The takeaway is clear: AI-driven, personalized audio content can enhance learning engagement and outcomes when designed with relevance and learner context in mind.

The study’s methodology, integrating AI-driven podcast generation with validated user experience measures, models exactly the kind of data-informed experimentation L&D professionals can use to evaluate their own digital learning tools. It also underscores the importance of delivery design, such as the conversational tone, pacing, and modality that can have a deep influence in learner motivation. Consultants working with clients on upskilling strategies can take from this that AI isn’t just a content generator; it’s an adaptive facilitator that can align learning experiences to individual needs and organizational culture.

At Allegiant, our consulting work centers on helping organizations create inclusive learning environments that make workplace learning more effective for all employees, particularly those whose neurodivergence offers unique cognitive strengths. Studies like this one inform how we think about designing micro-learning and leadership development content that doesn’t just “teach,” but connects meaningfully with how diverse minds engage with information.

We also see a connection between this research and how business leaders who host industry podcasts can influence engagement and retention. A 2023 LinkedIn Workplace Learning Report found that employees who feel connected to their organization’s thought leadership (through podcasts or leadership-led storytelling) are 33% more likely to stay with the company. Integrating AI-generated podcasts or internal learning channels can give employees that same sense of inclusion and relevance.

As our research and consulting practice evolves, we’re exploring how personalization, audio learning, and neurodivergent engagement strategies can converge to make corporate learning both equitable and deeply human.

Using Storytelling and AI Podcasts to Unlock the Power of Neurodiverse Learning

Reference:

Hung, C.-M., Hwang, G.-J., & Huang, I. (2012). A Project-based Digital Storytelling Approach for Improving Students' Learning Motivation, Problem-Solving Competence and Learning Achievement. Educational Technology & Society, 15(4), 368–379.

Annotation:

Hung, Hwang, and Huang (2012) explore how blending project-based learning (PBL) with digital storytelling (DST) can transform students’ engagement and performance in science education. Conducted with 117 fifth-grade students in Taiwan, the study found that students who learned through digital storytelling exhibited significantly higher learning motivation, problem-solving competence, and academic achievement than those who participated in traditional project-based instruction. The research demonstrated that combining structured inquiry with creative expression enhances both comprehension and emotional connection to learning.

What makes the Hung study particularly compelling is its methodical approach. The quasi-experimental design, with both pre- and post-tests, allowed for robust comparisons between groups and yielded quantifiable evidence of learning gains. The use of validated scales for measuring motivation and problem-solving competence strengthened reliability, while the incorporation of student interviews added valuable qualitative depth.

While Hung et al. grounded their study in the K–12 context, the implications extend naturally to adult workplace learning, particularly in environments striving to leverage neurodiverse talent. The 2024 study “PAIGE: Examining Learning Outcomes and Experiences with Personalized AI-Generated Educational Podcasts” (Do, Shafqat, Ling, & Sarda) complements Hung’s findings by showing how AI-generated podcasts can personalize learning experiences, improving retention and motivation among adult learners. Together, these studies underscore a key insight for organizations: personalization and storytelling are powerful equalizers in learning.

For neurodivergent professionals, who often think visually, narratively, or auditorily, these project-based tools for storytelling or adaptive podcasts can transform potential “differences” into competitive strengths. At our firm, we help organizations design inclusive learning ecosystems that combine these principles: using narrative frameworks to engage emotion and AI to tailor pacing, modality, and delivery to individual cognitive profiles. The next frontier of workplace learning isn’t just digital — it’s deeply human, driven by empathy, adaptability, and design thinking that turns neurodiversity into innovation.

The Impact of Choice in Learning

Reference:

Murphy, J., Farrell, K., & Myers, J. (2024). Student choice in online asynchronous higher education courses. In Proceedings of the [Conference Name if known]. ACM. https://doi.org/10.1145/3760213.3708894

Annotation:

The article explores how offering students choices in online asynchronous higher education courses enhances engagement, autonomy, and relevance. Drawing from theories like constructivism, self-determination, and andragogy, the authors argue that allowing flexibility in content, process, and product supports deeper learning and motivation. A pilot study with undergraduate and graduate students found that choice particularly strengthened connections to career goals, encouraged authentic learning experiences, and increased satisfaction. The findings suggest that structured opportunities for choice can transform courses into learner-centered environments that foster agency, self-regulation, and practical application.

Murphy, Farrell, and Myers (2024) does a good job of clearly connecting theory to practice by showing how student choice can improve engagement in online learning. The use of a pilot study with both undergraduates and graduate students gives it a practical angle that helps support the claims, even if the sample size is modest. The mix of quantitative survey results and qualitative student feedback adds depth and makes the findings feel more grounded. Overall, the article is well organized and easy to follow, making complex ideas accessible without being overly technical.

The ideas in this article translate well into workplace training and curriculum design because they highlight the importance of giving adults meaningful choices in how they learn. In professional settings, employees bring diverse experiences, learning preferences, and career goals, so offering flexibility in content, process, and product can make training more relevant and motivating. The emphasis on autonomy and authentic application resonates strongly with adult learning in the workplace, where practical connections often matter more than abstract theory. This approach supports consultants and trainers in creating programs that not only build skills but also encourage ownership, engagement, and long-term growth.

Exploring the difference between using the internet and processing information

Reference:

Kuiper, E., Volman, M., & Terwel, J. (2005). The web as an information resource in K–12 education: Strategies for supporting students in searching and processing information. Review of Educational Research, 75(3), 285–328. https://doi.org/10.3102/00346543075003285

Annotation:

Kuiper, Volman, and Terwel (2005) review research on how K-12 students use the internet specific to how this presents challenges and opportunities for learning. What they have found is that students are good with browsing online but may find it hard to do this effectively by evaluating the credibility of sources and critically reviewing the information. The authors talk about the complexity of the internet and how this can lead to distraction or reliance to familiar sites that could not be accurate. The recommendation comes for integrating structured guidance and take a more design-based research in authentic educational settings to better understand how to help student use the internet for deeper learning.

A strength of Kuiper, Volman, and Terwel’s (2005) article is the thorough way it brings together a wide range of studies to give a clear picture of how students engage with the Web and where they struggle. The review is well organized, moving from describing student behaviors to analyzing the unique challenges of the Web as an information resource, which makes the findings easy to follow. The authors also balance theory with practical implications, connecting research insights to classroom practice. While the studies they reviewed are sometimes small-scale and varied in approach, the article does a strong job of synthesizing them into common themes and pointing out where future, more robust research is needed.

The insights from Kuiper, Volman, and Terwel’s (2005) article connect closely to learning and development because they highlight the gap between access to technology and the actual skills needed to use it meaningfully. In many workplaces, employees are expected to navigate large amounts of digital information, yet without structured guidance they can fall into the same habits as students—skimming, relying on familiar sources, or missing opportunities to critically assess content. This reinforces the importance of building training programs that go beyond technical know-how to emphasize information literacy, critical evaluation, and reflective practice. For organizational learning, the article suggests that creating structured pathways and scaffolding within training initiatives can help employees engage more deeply with digital resources, ultimately improving decision-making and performance.