This is a breaf presentation of our paper for Ed. Media, 2009, Honolulu. Our paper draws on the Technological Pedagogical Content Knowledge framework as a map onto which the contributions of a multimodal perspective of learning to teacher education are identified. It is assumed both learning and sign-making are dynamic processes which change the resources through which the processes take place and the people who are involved in the processes. We argue that teachers reflexively educated in this framework will emerge as professionals whose perceptions of learning and semiosis are closer to the educational requirements of the 21st century.
