Research Trends in Technological Pedagogical Content Knowledge (TPACK): A Systematic Literature Review from 2010 to 2021
In recent years, integrating technology into education continues to attract more attention along with the rapid growth of information and communicatio.
- Pub. date: October 15, 2021
- Pages: 2045-2054
- 1325 Downloads
- 2160 Views
- 16 Citations
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.
literature review research trends systematic analysis technological pedagogical content knowledge
Keywords: Literature review, research trends, systematic analysis, technological pedagogical content knowledge.
References
Aksnes, D. W., Langfeldt, L., & Wouters, P. (2019). Citations, citation indicators, and research quality: An overview of basic concepts and theories. SAGE Open, 9(1), 1–17. https://doi.org/10.1177/2158244019829575
Borrego, M., Douglas, E. P., & Amelink, C. T. (2009). Quantitative, qualitative, and mixed research methods in engineering education. Journal of Engineering Education, 98(1), 53–66. https://doi.org/10.1002/j.2168-9830.2009.tb01005.x
Bowers, J. S., & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14(4), 285–304. https://doi.org/10.1007/s10857-011-9168-x
Chai, C. S., Chin, C. K., Koh, J. H. L., & Tan, C. L. (2013). Exploring Singaporean Chinese language teachers’ technological pedagogical content knowledge and its relationship to the teachers’ pedagogical beliefs. The Asia-Pacific Education Researcher, 22(4), 657–666. https://doi.org/10.1007/s40299-013-0071-3
Chai, C.-S., Koh, J. H.-L., & Tsai, C.-C. (2013). A review of technological pedagogical content knowledge. Educational Technology & Society, 16(2), 31–51.
Harris, L. A. (2021). The national science foundation: An overview. Congressional Research Service. https://crsreports.congress.gov/product/pdf/R/R46753
Koehler, M. J., & Mishra, P. (2008). Introducing TPCK. In AACTE Committee on Innovation and Technology (Eds.), The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Routledge.
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2013). The technological pedagogical content knowledge framework. In M. Spector, M. D. Merrill, J. Elen, & M. J. Bishop (Eds.), Handbook of Research on Educational Communications and Technology (pp. 101–111). Springer.
Koehler, M. J., Mishra, P., & Yahya, K. (2007). Tracing the development of teacher knowledge in a design seminar: Integrating content, pedagogy and technology. Computers & Education, 49(3), 740–762. https://doi.org/10.1016/j.compedu.2005.11.012
Mishra, P., & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054. https://doi.org/10.1111/j.1467-9620.2006.00684.x
Rodríguez Moreno, J., Agreda Montoro, M., & Ortiz Colón, A. (2019). Changes in teacher training within the TPACK model framework: A systematic review. Sustainability, 11(7), 1870. https://doi.org/10.3390/su11071870
Rosenberg, J. M., & Koehler, M. J. (2015). Context and technological pedagogical content knowledge (TPACK): A systematic review. Journal of Research on Technology in Education, 47(3), 186–210. https://doi.org/10.1080/15391523.2015.1052663
Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97–105.
Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14. https://doi.org/10.3102%2F0013189X015002004
Soler-Costa, R., Moreno-Guerrero, A. -J., López-Belmonte, J., Marín-Marín, J. -A. (2021). Co-word analysis and academic performance of the term TPACK in web of science. Sustainability, 13(3), 1481. https://doi.org/10.3390/su13031481
Tseng, J. J., Chai, C. S., Tan, L., & Park, M. (2020). A critical review of research on technological pedagogical and content knowledge (TPACK) in language teaching. Computer Assisted Language Learning. https://doi.org/10.1080/09588221.2020.1868531
Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & van Braak, J. (2012). Technological pedagogical content knowledge - a review of the literature. Journal of Computer Assisted Learning, 29(2), 109–121. https://doi.org/10.1111/j.1365-2729.2012.00487.x
Voogt, J., Tilya, F., & Van den Akker, J. (2009). Science teacher learning for MBL-supported student-centered science education in the context of secondary education in Tanzania. Journal of Science and Education and Technology, 18(5), 428–429. https://doi.org/10.1007/s10956-009-9160-8
Wai-Chan, S. (2017). International research collaboration creates higher impact. Nordic Journal of Nursing Research, 37(2), 59–60. https://doi.org/10.1177/2057158517706259
Wang, L., Ertmer, P. A., & Newby, T. J. (2004). Increasing preservice teachers’ self-efficacy beliefs for technology integration. Journal of Research on Technology in Education, 36(3), 231–250. https://doi.org/10.1080/15391523.2004.10782414
Willermark, S. (2018). Technological pedagogical and content knowledge: A review of empirical studies published from 2011 to 2016. Journal of Educational Computing Research, 56(3), 315–343. https://doi.org/10.1177/0735633117713114
Williams, M., Linn, M. C., Ammon, P., & Gearhart, M. (2004). Learning to teach inquiry science in a technology-based environment: A case study. Journal of Science Education and Technology, 13(2), 189–206. https://doi.org/10.1023/B:JOST.0000031258.17257.48
Wu, Y.-T. (2013). Research trends in technological pedagogical content knowledge (TPACK) research: A review of empirical studies published in selected journals from 2002 to 2011. British Journal of Educational Technology, 44(3), E73–E76. https://doi.org/10.1111/j.1467-8535.2012.01349.x
Xue, C., & He, W. (2021). Research hotspots and trends on TPACK in WOS based on visual analysis. Open Journal of Social Sciences, 9(2), 305–321. https://doi.org/10.4236/jss.2021.92021