Punya Mishra

Punya Mishra
Born
💼 Occupation

Punya Mishra is an American academic and an author. He is a professor at Arizona State University.

Mishra's research has focused on educational technology, creativity, and teacher education with an emphasis on the Technological pedagogical content knowledge (TPACK) framework. His research has been published in academic journals such as Teachers College Record, Journal of Teacher Education, Educational Technology Research & Development, TechTrends, and Journal of Research on Technology in Education. He is a fellow of the American Educational Research Association. Moreover, he is the recipient of the David H. Jonassen Excellence in Research Award from the Association for Educational Communications and Technology as well as the Distinguished Alumnus Award from the Indian Institute of Technology, Bombay.

Education

Mishra earned a Bachelor's degree in electrical and electronics engineering from the Birla Institute of Technology & Science in 1988, followed by a Master of Design in visual communication from the Indian Institute of Technology, Bombay in 1990. He completed a Master of Arts in mass communication at Miami University in 1992. He then received his Ph.D. in educational psychology from the University of Illinois at Urbana-Champaign in 1998.

Career

Mishra began his academic career in 1990 as an instructor at the Indian Institute of Technology, Bombay. Following the completion of his doctorate, he joined Michigan State University in 1998 as an assistant professor. He was promoted to associate professor in 2005 and to professor in 2010, working at Michigan State until 2016. Since 2016, he has been a professor at Arizona State University's Mary Lou Fulton Teachers College.

Mishra has also held several administrative appointments. At Michigan State University, he directed the Master of Arts program in educational technology. At Arizona State University, he worked as Associate Dean for Scholarship & Innovation at the Mary Lou Fulton Teachers College. Since 2024, he has been the director of innovative learning features at the Learning Engineering Institute. He has also worked as a member of the school board for the Okemos Public School District. In addition to his academic roles, he is also an accomplished visual artist and poet.

Research

Mishra's research focuses on teacher knowledge for technology integration, design thinking in education, creativity and learning, and the implications of generative AI.

TPACK framework

With Matthew Koehler, Mishra developed the Technological Pedagogical Content Knowledge (TPACK) framework, which extends Lee Shulman's Pedagogical Content Knowledge to include technological knowledge. First introduced in a 2006 Teachers College Record article, the framework addresses what teachers need to know to integrate technology effectively in their teaching. He and Koehler with colleagues co-edited the second and third editions of the Handbook of Technological Pedagogical Content Knowledge for Educators. In addition,they co-developed, with other scholars, assessment instruments to measure preservice teachers' TPACK. In 2019, he provided an update to the TPACK model to include contextual knowledge as well as what the advent of Generative AI means for TPACK and teacher knowledge.

Generative AI in education

Mishra has written extensively about the implications of generative AI for education. His work examines how teachers can integrate AI tools like ChatGPT into their practice through the lens of TPACK exploring both immediate applications and long-term sociocultural impacts. His research also investigates why people anthropomorphize AI systems and the educational implications of this phenomenon, drawing on earlier work about psychological responses to interactive media.

Design in education

With Melissa Warr, Mishra developed the Five Spaces for Design in Education framework, which proposed that educational design operates across five distinct spaces: artifacts, processes, experiences, systems, and culture. Their research has analyzed a decade of scholarship on teachers as designers, identifying ten conceptual strands and arguing that teaching should be considered a design profession. This line of work led to the design of a new school model in the Kyrene School District in Arizona.

Creativity and transdisciplinary learning

Mishra's work on creativity examines how teachers can foster transformative 21st-century learning through transdisciplinary thinking and creative uses of technology. With Koehler and Danah Henriksen, he proposed seven transdisciplinary habits of mind that extend the TPACK framework. Since 2012, Henriksen and Mishra have authored a bimonthly column for TechTrends titled "Rethinking Technology and Creativity for the 21st Century," exploring the intersection of creativity, technology, and learning, many of which were collected in two books on transdisciplinary creativity, technology and learning. Additionally, he has argued for the importance of aesthetic experiences in science, technology, engineering, and mathematics education, exploring connections between beauty, wonder, and learning.

Creative output

Mishra, through his research, has created ambigrams-stylized word forms that hold different meanings when viewed from different perspectives. In 2015, the Michigan State University Museum hosted "Deep Play: Creativity in Math and Art through Visual Wordplay," an exhibition of his ambigram work. His "good-evil" ambigram appeared in an episode of the television series Brain Games. Additionally, he has published articles on mathematics and visual wordplay, as well as mathematical poetry, in At Right Angles, a mathematics education journal.

Personal life

Beyond his academic work, Mishra is also a visual artist and poet. He also co-hosts the monthly podcast AIR GPT, which features conversations about AI and education with educators and researchers.

Awards and honors

• 2024 - Fellow, American Educational Research Association
• 2024 - David H. Jonassen Excellence in Research Award, Association for Educational Communications and Technology
• 2025 - Distinguished Alumnus Award, Indian Institute of Technology

Selected articles

• Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054.
• Schmidt, D. A., Baran, E., Thompson, A. D., Mishra, P., Koehler, M. J., & Shin, T. S. (2009). Technological pedagogical content knowledge (TPACK): the development and validation of an assessment instrument for preservice teachers. Journal of Research on Technology in Education, 42(2), 123-149.
• Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of technological pedagogical content knowledge. Journal of Educational Computing Research, 32(2), 131-152.
• Mishra, P., Warr, M., & Islam, R. (2023). TPACK in the age of ChatGPT and Generative AI. Journal of Digital Learning in Teacher Education, 39(4), 235-251.
• Mehta, R., Keenan, S., Henriksen, D. & Mishra, P. (2019). Developing a Rhetoric of Aesthetics: The (Often) Forgotten Link Between Art and STEM. in M. S. Khine, & S. Areepattamannil (Eds.). Steam Education: Theory & Practice. Springer.
• Warr, M., & Mishra, P. (2019, March). Teachers and design: A literature review. In Society for Information Technology & Teacher Education International Conference (pp. 1265-1272). Association for the Advancement of Computing in Education (AACE).
• Warr, M., Close, K., & Mishra, P. (2023). What Is Not What Has to be: The Five Spaces Framework as a Lens for (Re) design in Education. In Formative Design in Learning: Design Thinking, Growth Mindset and Community (pp. 305-315). Cham: Springer Nature Switzerland.
• Mishra, P., & Henriksen, D. (2018). Creativity, technology & education: Exploring their convergence. Springer International Publishing.
• Mishra, P., & Henriksen, D. (2024). Connecting Mathematics to Verbal–Visual Art. STEAM Education: An Interdisciplinary Look at Art in the Curriculum. Eds. Tracey Hunter-Doniger & Nancy Walkup. National Art Education Association. p. 200-213

References

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