ERIC Number: EJ1091085
Record Type: Journal
Publication Date: 2015
Abstractor: As Provided
Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
Rosenberg, Joshua M.; Koehler, Matthew J.
Journal of Research on Technology in Education, v47 n3 p186-210 2015
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.
Descriptors: Technological Literacy, Pedagogical Content Knowledge, Context Effect, Educational Research, Literature Reviews, Content Analysis, Coding, Construct Validity, Reliability
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Publication Type: Journal Articles; Reports - Research
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Authoring Institution: N/A
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