THE TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) MODEL IN PRIMARY EDUCATION: A LITERATURE REVIEW
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Published:
Mar 14, 2023
Keywords:
Teachers’ Competence, Educational Technology, Technological Pedagogical Content Knowledge (TPACK), Primary School Teachers, Teacher Training, Integration of Technology, Technology Enhanced Learning (TEL)
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Abstract
This article presents the results of a systematic literature review conducted on the research works of doctoral students concerning the TPACK model in primary education and considering multiple roles, including those of teachers, students, and of the educational community. The procedure used was the one proposed by Kitchenham (2004). The selection of 15 doctoral theses was carried out after a search in the repositories TESEO, DIALNET, Doctoral Dissertations on the Net (TDR), Open theses, and Theses and dissertations (OATD), considering the period from the publication of the model by Mishra and Koehler (2006) until April 2020. The review was carried out analyzing open access, full text doctoral theses focusing on primary education. It is concluded that only 6,52% of the total number of theses about TPACK available on the data bases concerns primary education. Furthermore, 53,3% of the research related to the TPACK model in primary education is focused on teachers. These results are in line with those of a previous literature review carried out on the same topic that did not consider this type of literature (Paidicán & Arredondo, 2022b). It is recommended that research on TPACK be expanded, focusing on aspects related to educational management, initial education, and its articulation with primary education.
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Bingimlas, K. (2018). Investigating the level of teachers’ Knowledge in Technology, Pedagogy, and Content (TPACK) in Saudi Arabia. South African Journal of Education, 38(3). Retrieved from https://is.gd/BbbCqk
Caballero, R. R., Torres-Salinas, D., & López-Cozar, E. D. (2011). Análisis bibliométrico y de redes sociales en tesis doctorales españolas sobre televisión: (1976/2007). Comunicar: Revista Científica Iberoamericana de Comunicación y Educación, 37, 151-159. doi: 10.3916/C37-2011-03-07
Cabero Almenara, J., Roig-Vila, R., & Mengual Andrés, S. (2017). Conocimientos tecnológicos, pedagógicos y disciplinares de los futuros docentes según el modelo TPACK. Digital Education Review, 32, 85-96. Retrieved from http://hdl.handle.net/11441/69058
Chai, C. S, Koh, J. H. L, & Tsai, C. C. (2013). A review of technological pedagogical content knowledge. Journal of Educational Technology & Society, 16(2), 31-51. Retrieved from http://www.jstor.org/stable/jeductechsoci.16.2.31
Chen, H. Y, & Jang, S. J. (2013). Exploring the reasons for using electric books and technologic pedagogical and content knowledge of Taiwanese elementary mathematics and science teachers. Turkish Online Journal of Educational Technology - TOJET, 12(2), 131-141. Retrieved from https://eric.ed.gov/?id=EJ1015403
De Rossi, M., & Trevisan, O. (2018). Technological Pedagogical Content Knowledge in the literature: How TPCK is defined and implemented in initial teacher education. Italian Journal of Educational Technology, 26(1), 7-23. doi: 10.17471/2499-4324/988
Erdoğan, A, & Sahin, I. (2010). Relationship between math teacher candidates’ technological pedagogical and content knowledge (TPACK) and achievement levels. Procedia-Social and Behavioral Sciences, 2(2), 2707-2711. doi: 10.1016/j.sbspro.2010.03.400
Fanni, F. (2014). Confidence in technology use: The development and validation of a technological, pedagogical, and content self-efficacy scale for teachers. [Doctoral dissertation, Università della Svizzera italiana]. Retrieved from https://susi.usi.ch/usi/documents/318679
Graham, C. R. (2011). Theorical considerations for understanding Technological Pedagogical Content Knowledge (TPACK). Computers & Education, 57, 1953-1960. doi: 10.1016/j.compedu.2011.04.010
Hansen, A., Mavrikis, M., & Geraniou, E. (2016). Supporting teachers’ technological pedagogical content knowledge of fractions through co-designing a virtual manipulative. Journal of Mathematics Teacher Education, 19(2-3), 205-226. doi: 10.1007/s10857-016-9344-0
Harris, J. B., & Hofer, M. J. (2011). Technological pedagogical content knowledge (TPACK) in action: A descriptive study of secondary teachers’ curriculum-based, technology-related instructional planning. Journal of Research on Technology in Education, 43(3), 211-229. doi: 10.1080/15391523.2011.10782570
Hughes, J. (2005). The role of teacher knowledge and learning experiences in forming technology-integrated pedagogy. Journal of Technology and Teacher Education, 13(2), 277-302. Retrieved from https://www.learntechlib.org/primary/p/26105/
Jang, S. J, & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and science teachers with respect to use of interactive whiteboards. Computers & Education, 597, 327-338. doi: 10.1016/j.compedu.2012.02.003
Jones, S. J. (2012). Teachers' experiences in a technology-infused lesson study professional development [Doctoral dissertation, The University of Texas at Austin, TX, US]. Retrieved from http://hdl.handle.net/2152/ETD-UT-2012-05-5518
Kazu, I. Y., & Erten, P. (2014). Teachers' Technological Pedagogical Content Knowledge self-efficacies. Journal of Education and Training Studies, 2(2), 126-144. Retrieved from https://eric.ed.gov/?id=EJ1055505
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & De-Meester, K. (2013). Teacher beliefs and technology integration. Teaching and Teacher Education, 29, 76-85. doi: 10.1016/j.tate. 2012.08.005
Kitchenham, B. (2004). Procedures for performing systematic reviews. Keele University Technical Report TR/SE-0401, 33, 1-26. Retrieved from https://people.ucalgary.ca/~medlibr/kitchenham_2004.pdf
Koehler, M. J., & Mishra, P. (2005). What happens when teachers design educational technology? The development of Technological Pedagogical Content Knowledge. Journal of Educational Computing Research, 32(2), 131-152. doi: 10.2190/0EW7-01WB-BKHL-QDYV
Koehler, M., & Mishra, P. (2009). What is Technological Pedagogical Content Knowledge (TPACK)?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved from https://www.learntechlib.org/primary/p/29544/
Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16-31). Hershey, PA, US: IGI Global. Retrieved from https://bit.ly/3zZ9WAt
Koehler, M. J., Mishra, P., Kereluik, K., Shin, T. S., & Graham, C. R. (2014). The Technological Pedagogical Content Knowledge framework. In Handbook of Research on Educational Communications and Technology (pp. 101-111). New York, NY, US: Springer. Retrieved from https://bit.ly/3HUxHN0
Koh, J. H. L., & Chai, C. S. (2011). Modeling pre-service teachers’ Technological Pedagogical Content Knowledge (TPACK) perceptions: The influence of demographic factors and TPACK constructs. In Australasian Society for Computers in Learning in Tertiary Education (ASCILITE) Conference (Hobart, Australia, 4-7 December 2011). Retrieved from https://bit.ly/3r7LatQ
Koh, J. H. L., & Chai, C .S. (2014). Teacher clusters and their perceptions of Technological Pedagogical Content Knowledge (TPACK) Development through ICT lesson design. Computers & Education, 70, 22-232. doi: 10.1016/j.compedu.2013.08.017
Lescano, M. Y. (2013). Experiencias de la aplicación de la metodología TPACK usando recursos de la web 2.0 en un colegio técnico secundario. TE & ET, 10, 45-52. Retrieved from http://hdl.handle.net/10915/27732
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