Araştırma Makalesi
BibTex RIS Kaynak Göster

Yıl 2024, Cilt: 11 Sayı: 1, 141 - 159, 30.04.2024

Tuğçe Karaduman Berrin Akman

https://doi.org/10.30900/kafkasegt.1282126

Öz

Kaynakça

  • Akgün, S. & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics, 2, 431–440 (2022). https://doi.org/10.1007/s43681-021-00096-7
  • Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263. doi:10.5539/jel.v8n1p249
  • Archambault, L. M. & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education. 55, 1656-1662.
  • Abbitt, J. T. (2011). Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education. Journal of Research on Technology in Education, 43(4), 281-300. doi:10.1080/15391523.2011.10782573
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Company: New York
  • Baran, E. & Canbazoğlu Bilici S. (2015). Teknolojik Pedagojik Alan Bilgisi (TPAB) Üzerine Alanyazın İncelemesi: Türkiye Örneği. [in Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
  • Benson, V. & Ward, S. (2020). Teachers’ readiness to use technology in the classroom. Technology, Pedagogy and Education, 30(1), pp.137-156. https://doi.org/10.1080/1475939X.2020.1851752
  • Bowers, J. S. & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14, 285-304.
  • Bulger, M., Mayer, R., Metzger, M., & Blumenfeld, P. (2018). Knowledge and processes that predict proficiency in digital literacy. Reading and Writing, 31(7), 1531–1553. https://doi.org/10.1007/s11145-017-9752-2
  • Bushweller, K. C. (2017). Classroom technology: Where schools stand. Technology counts. Education Week, 36(35)
  • Chai, C. -S. Koh J. H. -L., & Tsai C. -C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51.
  • Clements, D. H. (1994). "The Uniqueness of the Computer as a Learning Tool: Insights from Research and Practice." In June L. Wright and Daniel D. Shade (Eds), Young Children. Active Learners in a Technological Age. National Association for the Education of Young Children.
  • Clements, D. H. & Sarama, J. (Eds.). (2002). Early Childhood Corner: The Role of Technology in Early Childhood Learning. Teaching children mathematics, 8(6), 340-343.
  • Clements, D. H. & J. Sarama. (2003). Strip mining for gold: Research and policy in educational technology - A response to "Fool's Gold." Educational Technology Review, 11(1).
  • Cochran, W. G. (1977). Sampling Techniques. 3rd Edition, John Wiley & Sons, New York.
  • Cox, S. & Graham C. R. (2009) Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53, 60–69.
  • CDW (2022). The COVID-19 Pandemic and the Transformation of Education. CDW. Retrieved from https://www.cdw.com/content/cdw/en/research/covid-19-pandemic-transformation-of-education.html
  • Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468
  • Fisher, D. M. & Waller, L. R. (2013). The 21st century principal: A study of technology leadership and technology integration in Texas K-12 schools. The Global eLearning Journal, 2(4), 1-44.
  • Grabowski, B. L. (2003). Generative learning contributions to the design of instruction and learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. 2nd edition. 719-743. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of In-service Science Teachers. Tech-Trends, 53(5), 70-79. doi: 10.1007/s11528-009-0328-0.
  • Harris, C. B. & Hofer, M. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education. doi: 10.1080/15391523.2011.10782570
  • Horne, M. (2010). A new role for CTE. Techniques: Connecting Education and Careers, 85(4), 10–11.
  • Horzum, M. B., Akgün, Ö. E., & Öztürk, E. (2014). The psychometric properties of the technological pedagogical content knowledge scale. International Online Journal of Educational Sciences, 6(3). https://doi.org/10.15345/iojes.2014.03.004
  • Keengwe, J. & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37, 209–218. https://doi.org/10.1007/s10643-009-0341-0
  • Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35, 76-78. https://doi.org/10.1080/21532974.2019.1588611
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group, (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.
  • Morrison, G. R. & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary educational technology, 1(1), 17-35.
  • Kabakci Yurdakul, I., Odabasi, H.F., Kilicer, K, Coklar, A. N., Birinci, G., & Kurt, A.A. (2012). The development, validity and reliability of TPCK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. doi: 10.1016/j.compedu.2011.10.012
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology. The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA, USA: IGI Global.
  • Moreno, J. R., Montoro, M. A., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A Systematic Review. Sustainability, 11, 1870; doi:10.3390/su11071870
  • Mouza, C. & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2),127-152
  • Murray, C. (2017, Dec 13) 74 percent of educators support the use of technology in schools. EdTech Magazine online. https://edtechmagazine.com/k12/article/2013/02/survey-74-percent-educators-support-use-technology-schools
  • Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science (IJTES), 3(2), 107-118.
  • OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
  • Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden USA: Blackwell Publishing.
  • Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Saracho, O. N. (2019). Handbook of Research on the Education of Young Children. 4th Edition. Routledge, NY. https://doi.org/10.4324/9780429442827
  • Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M.J., & Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Paper presented at the 2009 Annual Meeting of the American Educational Research Association. April 13-17, San Diego, California.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Scoggin, D. & Vander Ark, T. (2018). Should we limit ‘Screen Time’ in school? Education Next, 18(1), 54-63. Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education students using TPACK in science: a case study, Educational Media International. doi: 10.1080/09523987.2015.1075104
  • Suri, H. & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Schwab, K. (2017). The fourth industrial revolution. Crown Publishing Group. Tai, S. D. J. & Crawford, D. (2014). Conducting classroom observations to understanding TPACK: Moving beyond self-reported data.
  • Tosuntas, Ş. B., Cubukcu, Z., & Beauchamp, G. (2021). A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance. Education and Information Technologies, 26(3), 3575–3592. doi:10.1007/s10639-021-10428-z
  • Tschannen-Moran, M., & Woolfolk, H. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Venkatesh, V. (2020). Impacts of COVID-19: A research agenda to support people in their fight. International Journal of Information Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102197
  • Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & Van Braak, J. (2013), Technological pedagogical content knowledge–a review of the literature. J. Comput. Assist. Learn. 29, 109–121.
  • Wang, J. G. H. (2020). Developing teachers technological, pedagogical, and content knowledge (TPACK) through design thinking and community of practice. Dissertations. 43. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/43
  • Wang, Y., Liu, C., & Tu, Y. F. (2021). Factors affecting the adoption of AI-based applications in higher education. Educational Technology & Society, 24(3), 116–129.
  • Wang, Y., & Zhao, P. (2020). A probe into spoken English recognition in English education based on computer-aided comprehensive analysis. International Journal of Emerging Technologies in Learning (iJET), 15(3), 223–233.
  • Wang, X. C., & Hoot, J. L. (2006). Information and communication technology in early childhood education. Early Education and Development, 17(3), 317–322.
  • Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 1–16. https://doi.org/10.1016/j.compedu.2020.103941
  • Yeh, Y., HoChan, K. K., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers and Education, 171. doi: 10.1016/j.compedu.2021.104238
  • Yılmaz, R., & Bal, A. P. (2022). Examination of the studies made on technological pedagogical content knowledge in the years of 2010-2021. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 6(2), 54-70.
  • Yigit, M. (2014). A review of the literature: how pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
  • Yolcu, H., Kaya Durna, D., Akan, A., & Uluçınar Sağır, Ş. (2022). Analysis of studies on pedagogical content knowledge and technological pedagogical content knowledge by meta-synthesis method. Educational Academic Research, 46, 106-121.

A Comprehensive Review of Technological Pedagogical Content Knowledge (TPACK)

Yıl 2024, Cilt: 11 Sayı: 1, 141 - 159, 30.04.2024

Tuğçe Karaduman Berrin Akman

https://doi.org/10.30900/kafkasegt.1282126

Öz

This review of 36 studies investigates the Technological Pedagogical Content Knowledge (TPACK) framework and instructional practices in various educational contexts. The majority of the reviewed studies focus on pre-service and in-service teachers, highlighting the multifaceted nature of TPACK research. Various demographic factors, technology-related variables, and research methodologies were considered, revealing diverse approaches, characteristics, and trends. A majority of the reviewed studies utilized non-probability sampling techniques, indicating a need for more consistency in sampling procedures to facilitate the comparison and synthesis of findings. The findings suggest that future research should prioritize developing well-defined research questions and data management practices to ensure the accuracy and reliability of the findings. Furthermore, future studies should continue to explore the complex relationships between TPACK and various aspects of instructional practices, as well as the potential impact of TPACK on student learning outcomes. By building on these findings and employing rigorous research methods, future studies can continue to advance our understanding of the role of TPACK in shaping effective instructional practices, ultimately contributing to the improvement of teaching and learning in the digital age. However, the study's focus on articles published in journals hosted by ULAKBIM and conducted in Turkey, as well as the exclusion of non-empirical research, may have limited the generalizability of the findings to other contexts and populations. Additionally, the lack of explicit information on data cleaning procedures and missing data from the studies reviewed might affect the accuracy and reliability of the findings.

Anahtar Kelimeler

TPACK Education Teacher Education Systematic Review

Kaynakça

  • Akgün, S. & Greenhow, C. (2022). Artificial intelligence in education: Addressing ethical challenges in K-12 settings. AI Ethics, 2, 431–440 (2022). https://doi.org/10.1007/s43681-021-00096-7
  • Altun, D. (2019). Investigating Pre-Service Early Childhood Education Teachers’ Technological Pedagogical Content Knowledge (TPACK) Competencies Regarding Digital Literacy Skills and Their Technology Attitudes and Usage. Journal of Education and Learning, 8(1), 249-263. doi:10.5539/jel.v8n1p249
  • Archambault, L. M. & Barnett, J. H. (2010). Revisiting technological pedagogical content knowledge: Exploring the TPACK framework. Computers & Education. 55, 1656-1662.
  • Abbitt, J. T. (2011). Measuring Technological Pedagogical Content Knowledge in Preservice Teacher Education. Journal of Research on Technology in Education, 43(4), 281-300. doi:10.1080/15391523.2011.10782573
  • Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Englewood Cliffs, New Jersey: Prentice Hall.
  • Bandura, A. (1997). Self-efficacy: The exercise of control. W. H. Freeman & Company: New York
  • Baran, E. & Canbazoğlu Bilici S. (2015). Teknolojik Pedagojik Alan Bilgisi (TPAB) Üzerine Alanyazın İncelemesi: Türkiye Örneği. [in Turkish]. Hacettepe Üniversitesi Eğitim Fakültesi Dergisi, 30(1), 15-32.
  • Benson, V. & Ward, S. (2020). Teachers’ readiness to use technology in the classroom. Technology, Pedagogy and Education, 30(1), pp.137-156. https://doi.org/10.1080/1475939X.2020.1851752
  • Bowers, J. S. & Stephens, B. (2011). Using technology to explore mathematical relationships: A framework for orienting mathematics courses for prospective teachers. Journal of Mathematics Teacher Education, 14, 285-304.
  • Bulger, M., Mayer, R., Metzger, M., & Blumenfeld, P. (2018). Knowledge and processes that predict proficiency in digital literacy. Reading and Writing, 31(7), 1531–1553. https://doi.org/10.1007/s11145-017-9752-2
  • Bushweller, K. C. (2017). Classroom technology: Where schools stand. Technology counts. Education Week, 36(35)
  • Chai, C. -S. Koh J. H. -L., & Tsai C. -C. (2013). A Review of Technological Pedagogical Content Knowledge. Educational Technology & Society, 16(2), 31-51.
  • Clements, D. H. (1994). "The Uniqueness of the Computer as a Learning Tool: Insights from Research and Practice." In June L. Wright and Daniel D. Shade (Eds), Young Children. Active Learners in a Technological Age. National Association for the Education of Young Children.
  • Clements, D. H. & Sarama, J. (Eds.). (2002). Early Childhood Corner: The Role of Technology in Early Childhood Learning. Teaching children mathematics, 8(6), 340-343.
  • Clements, D. H. & J. Sarama. (2003). Strip mining for gold: Research and policy in educational technology - A response to "Fool's Gold." Educational Technology Review, 11(1).
  • Cochran, W. G. (1977). Sampling Techniques. 3rd Edition, John Wiley & Sons, New York.
  • Cox, S. & Graham C. R. (2009) Diagramming TPACK in practice: using and elaborated model of the TPACK framework to analyze and depict teacher knowledge. TechTrends, 53, 60–69.
  • CDW (2022). The COVID-19 Pandemic and the Transformation of Education. CDW. Retrieved from https://www.cdw.com/content/cdw/en/research/covid-19-pandemic-transformation-of-education.html
  • Celik, I. (2023). Towards Intelligent-TPACK: An empirical study on teachers’ professional knowledge to ethically integrate artificial intelligence (AI)-based tools into education. Computers in Human Behavior, 138. https://doi.org/10.1016/j.chb.2022.107468
  • Fisher, D. M. & Waller, L. R. (2013). The 21st century principal: A study of technology leadership and technology integration in Texas K-12 schools. The Global eLearning Journal, 2(4), 1-44.
  • Grabowski, B. L. (2003). Generative learning contributions to the design of instruction and learning. In D. H. Jonassen (Ed.), Handbook of research for educational communications and technology. 2nd edition. 719-743. Hillsdale, NJ: Lawrence Erlbaum Associates.
  • Graham, R. C., Burgoyne, N., Cantrell, P., Smith, L., St. Clair, L., & Harris, R. (2009). TPACK Development in Science Teaching: Measuring the TPACK Confidence of In-service Science Teachers. Tech-Trends, 53(5), 70-79. doi: 10.1007/s11528-009-0328-0.
  • Harris, C. B. & Hofer, M. (2011). Technological Pedagogical Content Knowledge (TPACK) in Action. Journal of Research on Technology in Education. doi: 10.1080/15391523.2011.10782570
  • Horne, M. (2010). A new role for CTE. Techniques: Connecting Education and Careers, 85(4), 10–11.
  • Horzum, M. B., Akgün, Ö. E., & Öztürk, E. (2014). The psychometric properties of the technological pedagogical content knowledge scale. International Online Journal of Educational Sciences, 6(3). https://doi.org/10.15345/iojes.2014.03.004
  • Keengwe, J. & Onchwari, G. (2009). Technology and Early Childhood Education: A Technology Integration Professional Development Model for Practicing Teachers. Early Childhood Education Journal, 37, 209–218. https://doi.org/10.1007/s10643-009-0341-0
  • Mishra, P. (2019). Considering Contextual Knowledge: The TPACK Diagram Gets an Upgrade. Journal of Digital Learning in Teacher Education, 35, 76-78. https://doi.org/10.1080/21532974.2019.1588611
  • Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017–1054.
  • Moher, D., Liberati, A., Tetzlaff, J., Altman, D. G., & PRISMA Group, (2009). Preferred reporting items for systematic reviews and meta-analyses: the PRISMA statement. Annals of internal medicine, 151(4), 264-269.
  • Morrison, G. R. & Lowther, D. L. (2010). Educational technology research past and present: Balancing rigor and relevance to impact school learning. Contemporary educational technology, 1(1), 17-35.
  • Kabakci Yurdakul, I., Odabasi, H.F., Kilicer, K, Coklar, A. N., Birinci, G., & Kurt, A.A. (2012). The development, validity and reliability of TPCK-deep: A technological pedagogical content knowledge scale. Computers & Education, 58(3), 964-977. doi: 10.1016/j.compedu.2011.10.012
  • Koehler, M. J. & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and Technology. The handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 3–29). Mahwah, NJ: Lawrence Erlbaum Associates.
  • Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70
  • Koehler, M. J., Shin, T. S., & Mishra, P. (2012). How do we measure TPACK? Let me count the ways. In R. N. Ronau, C. R. Rakes, & M. L. Niess (Eds.), Educational technology, teacher knowledge, and classroom impact: A research handbook on frameworks and approaches (pp. 16–31). Hershey, PA, USA: IGI Global.
  • Moreno, J. R., Montoro, M. A., & Ortiz Colón, A. M. (2019). Changes in teacher training within the TPACK model framework: A Systematic Review. Sustainability, 11, 1870; doi:10.3390/su11071870
  • Mouza, C. & Karchmer-Klein, R. (2013). Promoting and assessing pre-service teachers’ technological pedagogical content knowledge (TPACK) in the context of case development. Journal of Educational Computing Research, 48(2),127-152
  • Murray, C. (2017, Dec 13) 74 percent of educators support the use of technology in schools. EdTech Magazine online. https://edtechmagazine.com/k12/article/2013/02/survey-74-percent-educators-support-use-technology-schools
  • Mutlu, Y., Polat, S., & Alan, S. (2019). Development of preservice mathematics teachers’ TPACK through micro teaching: Teaching the VuStat program. International Journal of Technology in Education and Science (IJTES), 3(2), 107-118.
  • OECD (2023), PISA 2022 Results (Volume I): The State of Learning and Equity in Education, PISA, OECD Publishing, Paris, https://doi.org/10.1787/53f23881-en.
  • Petticrew, M. & Roberts, H. (2006). Systematic reviews in the social sciences: A practical guide. Malden USA: Blackwell Publishing.
  • Sahin, I. (2011). Development of survey of technological pedagogical and content knowledge (TPACK). Turkish Online Journal of Educational Technology, 10(1), 97-105.
  • Saracho, O. N. (2019). Handbook of Research on the Education of Young Children. 4th Edition. Routledge, NY. https://doi.org/10.4324/9780429442827
  • Schmidt, D., Baran, E., Thompson, A., Mishra, P., Koehler, M.J., & Shin, T. (2009). Technological Pedagogical Content Knowledge (TPACK): The development and validation of an assessment instrument for preservice teachers. Paper presented at the 2009 Annual Meeting of the American Educational Research Association. April 13-17, San Diego, California.
  • Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4–14.
  • Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.
  • Scoggin, D. & Vander Ark, T. (2018). Should we limit ‘Screen Time’ in school? Education Next, 18(1), 54-63. Sheffield, R., Dobozy, E., Gibson, D., Mullaney, J., & Campbell, C. (2015). Teacher education students using TPACK in science: a case study, Educational Media International. doi: 10.1080/09523987.2015.1075104
  • Suri, H. & Clarke, D. (2009). Advancements in research systhesis methods: From a methodologically inclusive perspective. Review of Educational Research, 79(1), 395-430.
  • Schwab, K. (2017). The fourth industrial revolution. Crown Publishing Group. Tai, S. D. J. & Crawford, D. (2014). Conducting classroom observations to understanding TPACK: Moving beyond self-reported data.
  • Tosuntas, Ş. B., Cubukcu, Z., & Beauchamp, G. (2021). A new model for the factors that affect interactive whiteboard usage of teachers and its effect on performance. Education and Information Technologies, 26(3), 3575–3592. doi:10.1007/s10639-021-10428-z
  • Tschannen-Moran, M., & Woolfolk, H. A. (2001). Teacher efficacy: Capturing an elusive construct. Teaching and Teacher Education, 17, 783-805.
  • Venkatesh, V. (2020). Impacts of COVID-19: A research agenda to support people in their fight. International Journal of Information Management, 55. https://doi.org/10.1016/j.ijinfomgt.2020.102197
  • Voogt, J., Fisser, P., Roblin, N. P., Tondeur, J., & Van Braak, J. (2013), Technological pedagogical content knowledge–a review of the literature. J. Comput. Assist. Learn. 29, 109–121.
  • Wang, J. G. H. (2020). Developing teachers technological, pedagogical, and content knowledge (TPACK) through design thinking and community of practice. Dissertations. 43. Retrieved from https://scholarworks.sjsu.edu/etd_dissertations/43
  • Wang, Y., Liu, C., & Tu, Y. F. (2021). Factors affecting the adoption of AI-based applications in higher education. Educational Technology & Society, 24(3), 116–129.
  • Wang, Y., & Zhao, P. (2020). A probe into spoken English recognition in English education based on computer-aided comprehensive analysis. International Journal of Emerging Technologies in Learning (iJET), 15(3), 223–233.
  • Wang, X. C., & Hoot, J. L. (2006). Information and communication technology in early childhood education. Early Education and Development, 17(3), 317–322.
  • Wilson, M. L., Ritzhaupt, A. D., & Cheng, L. (2020). The impact of teacher education courses for technology integration on pre-service teacher knowledge: A meta-analysis study. Computers & Education, 156, 1–16. https://doi.org/10.1016/j.compedu.2020.103941
  • Yeh, Y., HoChan, K. K., & Hsu, Y.-S. (2021). Toward a framework that connects individual TPACK and collective TPACK: A systematic review of TPACK studies investigating teacher collaborative discourse in the learning by design process. Computers and Education, 171. doi: 10.1016/j.compedu.2021.104238
  • Yılmaz, R., & Bal, A. P. (2022). Examination of the studies made on technological pedagogical content knowledge in the years of 2010-2021. Gaziantep Üniversitesi Eğitim Bilimleri Dergisi, 6(2), 54-70.
  • Yigit, M. (2014). A review of the literature: how pre-service mathematics teachers develop their technological, pedagogical, and content knowledge. International Journal of Education in Mathematics, Science and Technology, 2(1), 26-35.
  • Yolcu, H., Kaya Durna, D., Akan, A., & Uluçınar Sağır, Ş. (2022). Analysis of studies on pedagogical content knowledge and technological pedagogical content knowledge by meta-synthesis method. Educational Academic Research, 46, 106-121.
Toplam 61 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Konular Alan Eğitimleri
Bölüm Makaleler
Yazarlar

Tuğçe Karaduman 0009-0005-0515-3959

Berrin Akman 0000-0001-5668-4382

Erken Görünüm Tarihi 29 Nisan 2024
Yayımlanma Tarihi 30 Nisan 2024
Gönderilme Tarihi 12 Nisan 2023
Yayımlandığı Sayı Yıl 2024 Cilt: 11 Sayı: 1

Kaynak Göster

APA Karaduman, T., & Akman, B. (2024). A Comprehensive Review of Technological Pedagogical Content Knowledge (TPACK). E-Kafkas Journal of Educational Research, 11(1), 141-159. https://doi.org/10.30900/kafkasegt.1282126
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