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Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
ARTICLE

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Journal of Research on Technology in Education Volume 47, Number 3, ISSN 1539-1523

Abstract

Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of context when it is included, we conducted a systematic review of publications about TPACK. Context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles we examined. When context was included, classroom and school factors and those related to teachers were more likely to be included than those related to students and society. The grounds for context being included among around one-third of the articles and why some contextual factors are examined more than others are discussed. Implications for practice and recommendations for future research focus on investigating the complexity of practice, the development of measures that include context, and aligning TPACK and educational technology research with other disciplines through greater attention to context.

Citation

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. Retrieved November 21, 2019 from .

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