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Technological pedagogical content knowledge: a review of the literature

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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.
Keywords
practicing teachers, TPACK, student teachers, MODEL, SCIENCE, TEACHERS, technological knowledge, teacher beliefs, technological pedagogical content knowledge, strategies for technology integration

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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.
@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},
}

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