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Cleaning up the Mess: A Systematic Review on the Diverse Conceptualizations of the Technological Pedagogical and Content Knowledge (TPACK) Framework
Author(s) / Creator(s)
Fabian, Armin
Lachner, Andreas
Backfisch, Iris
Abstract / Description
Technology related professional knowledge is considered an essential prerequisite for teachers if they are to use educational technologies in classrooms effectively. In literature, the technological pedagogical and content knowledge (TPACK) model (Mishra & Koehler, 2006) has become the central focus of researchers when it comes to knowledge regarding technology integration. Yet to date, the question of what TPACK constitutes remains a source of scholarly debate. The drive of this debate seems to mainly stem from the vast, diverse and often seemingly contradictory conceptualizations of TPACK that exist in the TPACK literature. To provide a comprehensive picture on TPACK, it is therefore necessary to understand and organize the different conceptualizations that researchers introduced when working on or with the TPACK model.
Against this background, we conduct a systematic review that attempts to clarify and systematize existing conceptualizations within the huge corpus of TPACK research. More precisely, we are interested in examining if TPACK researchers – in their endeavours of conceptualizing TPACK – have put emphasis on specific TPACK components (i.e., subdomains of TPACK: TK, CK, TPK, TCK, PCK, TPCK) while possibly neglecting others. In other words, we will examine which foci lenses have been used by researchers when dealing with the TPACK model. Moreover, we will accordingly analyse and categorize existing TPACK measurement methods used in data driven studies to gain a deeper understanding of the empirical applicability of existing TPACK conceptualizations.
Within this protocol, we preregister a systematic review that will help to organize and understand different existent TPACK conceptualizations in research, and thereby paves the way for fruitful applications of this highly complex framework in the future.
Keyword(s)
technological pedagogical and content knowledge TPACK TPCK professional knowledge technology digital mediaPersistent Identifier
PsychArchives acquisition timestamp
2020-10-27 14:33:21 UTC
Publisher
PsychArchives
Citation
Fabian, A., Lachner, A., & Backfisch, I. (2020). Cleaning up the Mess: A Systematic Review on the Diverse Conceptualizations of the Technological Pedagogical and Content Knowledge (TPACK) Framework. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4278
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Prereg_CleaningUpTheMess-TPACK.htmlHTML - 2.62MBMD5: d2f9e6ea3f144f42898ea637aa686a16Description: Preregistration (html for a systematic review on TPACK conceptualizations
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Prereg_CleaningUpTheMess-TPACK.pdfAdobe PDF - 108.63KBMD5: 301ceaa900bdf6b380c2c1786edce8daDescription: Preregistration (PDF/A) for a systematic review on TPACK conceptualizations
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22021-04-07After an initial screening the Inclusion Criteria for papers were adapted. Accordingly, a few changes have been made to the research questions.
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12020-10-27
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Author(s) / Creator(s)Fabian, Armin
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Author(s) / Creator(s)Lachner, Andreas
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Author(s) / Creator(s)Backfisch, Iris
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PsychArchives acquisition timestamp2020-10-27T14:33:21Z
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Made available on2020-10-27T14:33:21Z
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Date of first publication2020-10-27
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Abstract / DescriptionTechnology related professional knowledge is considered an essential prerequisite for teachers if they are to use educational technologies in classrooms effectively. In literature, the technological pedagogical and content knowledge (TPACK) model (Mishra & Koehler, 2006) has become the central focus of researchers when it comes to knowledge regarding technology integration. Yet to date, the question of what TPACK constitutes remains a source of scholarly debate. The drive of this debate seems to mainly stem from the vast, diverse and often seemingly contradictory conceptualizations of TPACK that exist in the TPACK literature. To provide a comprehensive picture on TPACK, it is therefore necessary to understand and organize the different conceptualizations that researchers introduced when working on or with the TPACK model. Against this background, we conduct a systematic review that attempts to clarify and systematize existing conceptualizations within the huge corpus of TPACK research. More precisely, we are interested in examining if TPACK researchers – in their endeavours of conceptualizing TPACK – have put emphasis on specific TPACK components (i.e., subdomains of TPACK: TK, CK, TPK, TCK, PCK, TPCK) while possibly neglecting others. In other words, we will examine which foci lenses have been used by researchers when dealing with the TPACK model. Moreover, we will accordingly analyse and categorize existing TPACK measurement methods used in data driven studies to gain a deeper understanding of the empirical applicability of existing TPACK conceptualizations. Within this protocol, we preregister a systematic review that will help to organize and understand different existent TPACK conceptualizations in research, and thereby paves the way for fruitful applications of this highly complex framework in the future.en
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Publication statusotheren
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Review statusunknownen
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CitationFabian, A., Lachner, A., & Backfisch, I. (2020). Cleaning up the Mess: A Systematic Review on the Diverse Conceptualizations of the Technological Pedagogical and Content Knowledge (TPACK) Framework. PsychArchives. https://doi.org/10.23668/PSYCHARCHIVES.4278en
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Persistent Identifierhttps://hdl.handle.net/20.500.12034/3889
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Persistent Identifierhttps://doi.org/10.23668/psycharchives.4278
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PublisherPsychArchivesen
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Keyword(s)technological pedagogical and content knowledgeen
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Keyword(s)TPACKen
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Keyword(s)TPCKen
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Keyword(s)professional knowledgeen
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Keyword(s)technologyen
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Keyword(s)digital mediaen
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Dewey Decimal Classification number(s)150
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TitleCleaning up the Mess: A Systematic Review on the Diverse Conceptualizations of the Technological Pedagogical and Content Knowledge (TPACK) Frameworken
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DRO typepreregistrationen
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Visible tag(s)TPACKen
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Visible tag(s)TPCKen
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Visible tag(s)Digital Mediaen