Brianza, E., Schmid, M., Tondeur, J., & Petko, D. (2022). Situating TPACK: A systematic literature review of context as a domain of knowledge. Contemporary Issues in Technology and Teacher Education, 22(4), 707-753. https://www.learntechlib.org/primary/p/221446/

Abstract:

“The technology, pedagogy, and content knowledge (TPACK) framework describes seven domains of knowledge that teachers rely on for teaching with technology. The framework includes an eighth element labelled “contexts,” representing the situated nature of instruction. This latter construct has been inconsistently represented and defined across the literature as well as interchangeably considered both the settings surrounding teachers’ TPACK and an additional domain of knowledge. Disentangling these two conceptually different constructs and viewing context as a domain of knowledge may be a crucial addition to teachers’ TPACK, given that teachers’ abilities to account for contextual complexity is a feature of teaching expertise. This systematic review focused on the literature addressing context specifically as a domain of knowledge (XK) of TPACK. Database searches retrieved 675 records, of which 47 contained substantial references to XK and were retained for final analyses. Findings present XK as a complex construct described by three levels (micro, meso, and macro) and three dimensions (social, resources, and content). Based on these findings, the authors discuss the structure of XK and propose an extension of the TPACK framework for promoting a more systematic approach to TPACK as a situated construct relevant for research on teacher expertise and teachers’ professional development.”