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Technological pedagogical content knowledge - a review of the literature.

Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful align...

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Published in:Journal of Computer Assisted Learning Vol. 29; no. 2; pp. 109 - 122
Main Authors: Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., van Braak, J.
Format: research systematic review tables/charts Journal Article
Published: Wiley-Blackwell Apr2013
Online Access:View this record in EBSCOhost
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      dt: Apr2013
      vid: 29
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      pub: Wiley-Blackwell
      place: Malden, Massachusetts
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        104250949
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        10.1111/j.1365-2729.2012.00487.x
        104250949
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        atl: Technological pedagogical content knowledge - a review of the literature.
      aug:
        au:
          Voogt, J.
          Fisser, P.
          Pareja Roblin, N.
          Tondeur, J.
          van Braak, J.
        affil: Department of Curriculum Design and Educational Innovation, University of Twente, Enschede, The Netherlands
      sug:
        subj:
          Knowledge Bases
          Technology Utilization
          Teaching Methods
          Knowledge
          Conceptual Framework
          Professional Practice, Evidence-Based
          ERIC Database
          Psycinfo
          Systematic Review
          Human
      ab: Technological Pedagogical Content Knowledge (TPACK) has been introduced as a conceptual framework for the knowledge base teachers need to effectively teach with technology. The framework stems from the notion that technology integration in a specific educational context benefits from a careful alignment of content, pedagogy and the potential of technology, and that teachers who want to integrate technology in their teaching practice therefore need to be competent in all three domains. This study is a systematic literature review about TPACK of 55 peer-reviewed journal articles (and one book chapter), published between 2005 and 2011. The purpose of the review was to investigate the theoretical basis and the practical use of TPACK. Findings showed different understandings of TPACK and of technological knowledge. Implications of these different views impacted the way TPACK was measured. Notions about TPACK in subject domains were hardly found in the studies selected for this review. Teacher knowledge (TPACK) and beliefs about pedagogy and technology are intertwined. Both determine whether a teacher decides to teach with technology. Active involvement in (re)design and enactment of technology-enhanced lessons was found as a promising strategy for the development of TPACK in (student-)teachers. Future directions for research are discussed.
      pubtype: Academic Journal
      doctype:
        research
        systematic review
        tables/charts
        Journal Article
      ougenre: Article
    language: English
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