Greene, M., Schad, M., & Jones, W. (2022). Technological pedagogical content knowledge and context in the English language subject area: Implications for research and practice. Journal of Interactive Learning Research, 33(2), 83-96. https://www.learntechlib.org/primary/p/220344/               

Abstract:

“Context has been identified as an important component of Technological Pedagogical Content Knowledge (TPACK). This study was conducted to examine the nature of context described in TPACK studies and its implications for research and instructional practices in the English language subject area. The TPACK empirical studies that were published between 2009 and 2019 were systematically reviewed. The search yielded a total of 365. The total number of studies that met the inclusion criteria after the final review was 24. About 46 of the selected studies were published in educational technology journals. Context level frequencies and percentages indicate that contextual factors were included inconsistently among the selected journal articles. Classroom factors (micro), school factors (meso) and societal factors (macro) constituted 46.93%, 22.44% and 30.16% respectively. The results have implications on how TPACK is carried out in practice and how it is investigated. Many researchers advocate for a transformative approach to the application of technology in the classroom while conceptualizing TPACK as a distinct body of knowledge. A critical perspective of teacher’s TPACK knowledge development across contexts is vital to understanding the paradigm shifts that inform teachers’ practices.”