Technology, pedagogy, and content knowledge (TPACK) is a dynamic lens that describes teacher knowledge required for designing, implementing, and evaluating curriculum and instruction with technology. TPACK strategic thinking incorporates knowing when, where, and how to use domain-specific knowledge and strategies for guiding students’ learning with appropriate digital, information and communication technologies. This chapter maps historical responses to the question of the knowledge teachers need for teaching amid the emerging views of and challenges with TPACK. A review of empirical progress serves to illuminate potential insights, values, and challenges for directing future research designed to identify a teacher’s learning trajectory in the development of a more robust and mature TPACK for teaching with current and emerging information and communication technologies.