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Technological pedagogical content knowledge: a review of the literature

Joke Voogt, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur UGent and Johan van Braak UGent (2013) JOURNAL OF COMPUTER ASSISTED LEARNING. 29(2). p.109-121
abstract
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.
Please use this url to cite or link to this publication:
author
organization
year
type
journalArticle (original)
publication status
published
subject
keyword
practicing teachers, TPACK, student teachers, MODEL, SCIENCE, TEACHERS, technological knowledge, teacher beliefs, technological pedagogical content knowledge, strategies for technology integration
journal title
JOURNAL OF COMPUTER ASSISTED LEARNING
J. Comput. Assist. Learn.
volume
29
issue
2
pages
109 - 121
Web of Science type
Article
Web of Science id
000316275900001
JCR category
EDUCATION & EDUCATIONAL RESEARCH
JCR impact factor
1.023 (2013)
JCR rank
61/219 (2013)
JCR quartile
2 (2013)
ISSN
0266-4909
DOI
10.1111/j.1365-2729.2012.00487.x
language
English
UGent publication?
yes
classification
A1
copyright statement
I have transferred the copyright for this publication to the publisher
id
2136621
handle
http://hdl.handle.net/1854/LU-2136621
date created
2012-06-08 09:43:34
date last changed
2016-12-19 15:42:06
@article{2136621,
  abstract     = {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.},
  author       = {Voogt, Joke and Fisser, Petra and Pareja Roblin, Natalie and Tondeur, Jo and van Braak, Johan},
  issn         = {0266-4909},
  journal      = {JOURNAL OF COMPUTER ASSISTED LEARNING},
  keyword      = {practicing teachers,TPACK,student teachers,MODEL,SCIENCE,TEACHERS,technological knowledge,teacher beliefs,technological pedagogical content knowledge,strategies for technology integration},
  language     = {eng},
  number       = {2},
  pages        = {109--121},
  title        = {Technological pedagogical content knowledge: a review of the literature},
  url          = {http://dx.doi.org/10.1111/j.1365-2729.2012.00487.x},
  volume       = {29},
  year         = {2013},
}

Chicago
Voogt, Joke, Petra Fisser, Natalie Pareja Roblin, Jo Tondeur, and Johan van Braak. 2013. “Technological Pedagogical Content Knowledge: a Review of the Literature.” Journal of Computer Assisted Learning 29 (2): 109–121.
APA
Voogt, J., Fisser, P., Pareja Roblin, N., Tondeur, J., & van Braak, J. (2013). Technological pedagogical content knowledge: a review of the literature. JOURNAL OF COMPUTER ASSISTED LEARNING, 29(2), 109–121.
Vancouver
1.
Voogt J, Fisser P, Pareja Roblin N, Tondeur J, van Braak J. Technological pedagogical content knowledge: a review of the literature. JOURNAL OF COMPUTER ASSISTED LEARNING. 2013;29(2):109–21.
MLA
Voogt, Joke, Petra Fisser, Natalie Pareja Roblin, et al. “Technological Pedagogical Content Knowledge: a Review of the Literature.” JOURNAL OF COMPUTER ASSISTED LEARNING 29.2 (2013): 109–121. Print.