Technological Pedagogical Content Knowledge (TPACK) with Information and Communication Technology (ICT) Integration: A Literature Review

To guide the integration of Information and Communication Technologies (ICT) in the classroom, the theoretical model Technological Pedagogical Content Knowledge (TPACK), proposed by Mishra and Koehler in 2006, reinforces the importance of connecting pedagogical, technological, and content knowledge of teachers. This research sought to investigate the literature on how the theoretical model TPACK is being used for the integration of technology in Chemistry teaching. This investigation was based on a Systematic Literature Review (SLR), reaching a sample of 23 articles published in scientific journals from 2006 to 2019. In general, the researches that composed this SLR uses the theoretical model TPACK in a more theoretical way and mostly in in-service teacher training. The lack of research in the Brazilian context signals the need for more work supported by this framework, which can lead to practices that are more aligned with the contemporary needs of Chemistry teacher training.

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USEFULNESS OF EDUBLOGS AS A TOOL TO ENHANCE TEACHING LEARNING PROCESS AMONG STUDENT TEACHERS

International Journal of Research -GRANTHAALAYAH ◽

10.29121/granthaalayah.v4.i11.2016.2419 ◽

2016 ◽

Vol 4 (11) ◽

pp. 44-51

Author(s):

Monika Singh ◽

Purnima Gupta ◽

Vandana Goswami

Keyword(s):

Student Teachers ◽

Content Knowledge ◽

Information And Communication Technology ◽

Communication Technology ◽

Knowledge Construction ◽

Teaching And Learning ◽

Ict Skills ◽

Pedagogical Content ◽

Information And Communication ◽

Teaching Learning

The present paper explores one of the most important aspects related to every sector today, including education - the integration of information and communication technology in day to day working. Along with the pedagogical content knowledge, teachers also need to be well versed with the ICT skills and also in the various tools that can be effectively be used to enhance their teaching. Weblog or Edublog of web 2.0 technology is one such tool that has the potential to augment and encourage student engagement and inspiration outside the classroom. The 21st century technology is needed in teaching and learning and applying these skills in a contemporary environment is becoming most essential. Edublogs as a tool and their uses in education have been discussed here. Edublogs are helpful in concerted learning, new knowledge construction and skill expansion that can help the student teachers in their professional development.

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CURRENT TRENDS IN TPACK RESEARCH IN ENGLISH LANGUAGE EDUCATION: A SYSTEMATIC REVIEW OF LITERATURE FROM 2017 TO 2021

International Journal of Education, Psychology and Counseling ◽

10.35631/ijepc.643018 ◽

2021 ◽

Vol 6 (43) ◽

pp. 219-234

Author(s):

Pei Sing Lim ◽

Wardatul Akmam Din ◽

Nik Zaitun Nik Mohamed ◽

Suyansah Swanto

Keyword(s):

Literature Review ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

English Language ◽

Language Education ◽

Technological Pedagogical Content Knowledge ◽

English Language Education ◽

Pedagogical Content ◽

Current Trends

In this 21st century, traditional ways of teaching and learning have been changed with the evolution of technology. Technological Pedagogical Content Knowledge (TPACK) is one of the conceptual models developed by researchers to facilitate teachers’ professional development. It is believed that TPACK should be developed and mastered by teachers to achieve effective implementation of technology in teaching and learning. This systematic literature review aims to investigate current trends in TPACK research in English language education literature published between 2017 to 2021. The keywords “Technological Pedagogical Content Knowledge”, “TPACK”, “English language”, “ESL”, “EFL” and “English teachers” with some modifications using “AND” and “OR” were used to obtain relevant articles from Scopus and ProQuest databases. The study inclusion process was done following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020’s framework. There were 14 articles yielded and included in this systematic literature review. The results show that TPACK studies in English language education were carried out worldwide. Moreover, half of the reviewed studies used pre-service English language teachers as the participants while others used in-service or both of them. Meanwhile, some studies used English language learners as the participants. In addition, there are a variety of methods including quantitative, qualitative and mixed method employed by the researchers of reviewed studies. We also identified 5 key emerging themes of the reviewed studies including measurement of TPACK level (64%), the relationship between TPACK and other variables (29%), strategy to develop TPACK (29%), implementation of TPACK (14%) and development of TPACK instrument (21%). This paper implies researchers in the English language education field, especially in Malaysia. Further studies on TPACK need to be conducted due to the limited current research in Malaysia.

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Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021

European Journal of Educational Research ◽

10.12973/eu-jer.10.4.2045 ◽

2021 ◽

Vol 10 (4) ◽

pp. 2045-2054

Author(s):

Irwanto Irwanto

Keyword(s):

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Teaching And Learning ◽

Technological Pedagogical Content Knowledge ◽

Asia Pacific ◽

Pedagogical Content ◽

Integrating Technology ◽

The Us ◽

Prior Literature ◽

Information And Communication

In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communication technology. In the literature, teachers’ technological pedagogical content knowledge (TPACK) plays an essential role in successfully integrating technology into teaching and learning contexts. This study aims to provide a comprehensive view of prior literature and some possible directions for researchers and educators for further TPACK studies. A total of 106 papers were chosen from the Springer database and synthesized. Frequency of annual publications, number of documents with and without TPACK in the title, research methods, number of authors, major contributed countries, most cited papers, and most productive journals in TPACK research were reviewed. The results showed that TPACK has continued to receive attention from researchers in the past decade. Among the reviewed publications, each of the 53 documents included the term TPACK in the title and abstract. To date, qualitative methods were more frequently adopted in TPACK research than quantitative, mixed, and non-empirical methods. Most papers published in TPACK research have two authors. When ranked by country, the US has the highest contribution compared to other countries in this field, followed by Turkey, Australia, Singapore, and Taiwan. The authors with the most cited papers were Min-Hsien Lee and Chin-Chung Tsai with 210 citations. Based on the number of articles published in TPACK, The Asia-Pacific Education Researcher and TechTrends seemed to be the most contributing journal in this field.

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Technological Pedagogical Content Knowledge

Pre-Service and In-Service Teacher Education ◽

10.4018/978-1-5225-7305-0.ch100 ◽

2018 ◽

pp. 2140-2162

Author(s):

Rachel Harrington ◽

Shannon O. Driskell ◽

Christopher J. Johnston ◽

Christine A. Browning ◽

Margaret L. Niess

Keyword(s):

Literature Review ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Technological Pedagogical Content Knowledge ◽

Fundamental Principle ◽

National Council ◽

Pedagogical Content ◽

Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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Technological Pedagogical Content Knowledge

Handbook of Research on Transforming Mathematics Teacher Education in the Digital Age - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0120-6.ch001 ◽

2016 ◽

pp. 1-22

Author(s):

Rachel A. Harrington ◽

Shannon O. Driskell ◽

Christopher J. Johnston ◽

Christine A. Browning ◽

Margaret L. Niess

Keyword(s):

Literature Review ◽

Pedagogical Content Knowledge ◽

Content Knowledge ◽

Mathematics Teachers ◽

Technological Pedagogical Content Knowledge ◽

Fundamental Principle ◽

National Council ◽

Pedagogical Content ◽

Comprehensive Literature Review

The purpose of this study was to analyze the literature regarding implementation of the Technological Pedagogical Content Knowledge (TPACK) framework in the preparation and support of mathematics teachers. A comprehensive literature review was performed on over a decade of relevant peer-reviewed publications and dissertations since the National Council of Teachers of Mathematics (NCTM) first identified technology as a fundamental principle of good mathematics programs. The results indicate that TPACK has become a foundational framework in the research. Specific studies highlighted in this paper show that, while individual components of TPACK are illustrated in the literature, the field is still lacking sufficient examples of these components acting as a “total package” (Niess, 2008). Programs that develop and support mathematics teachers need more guidance from researchers regarding the best ways to realize the vision of NCTM.

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