Abstract
The progress of technology has led to the emergence of new teaching methods, among which Technological Pedagogical Content Knowledge (TPACK) can be found in an attempt to promote the integration of technology and knowledge, combining technology, pedagogy and theoretical content. The aim of this research is to analyze the significance and evolution of the TPACK concept in the publications contained in Web of Science (WoS). The research method chosen is based on bibliometrics, specifically on the analysis of academic performance and on the analysis of co-words. The total number of documents analyzed is 471. The results show that research on TPACK is on the rise, increasing progressively in recent years. The main area of research is education and educational research, with articles, written in English, being the medium used by researchers to present their results. It can be concluded that, although there is an established research base, there is no single line of research. In this case, the main lines of research are “framework-framework-TPACK” and “technology-pedagogy-beliefs”. It can be determined that the studies on TPACK deal with the integration of technological resources and the analysis of their perception in student learning.
Highlights
Received: 11 January 2021Technological advances in the 21st century have flooded all facets of society, from commerce to education, from literature (e-books) to social relations
This study focuses on analyzing the significance and evolution of the Technological Pedagogical Content Knowledge (TPACK) concept in the publications contained in Web of Science (WoS)
The analysis of co-words allows us to analyze the keywords reported from the different scientific documents, with the purpose of looking for connections between the topics studied on the state of the question, as well as predicting the issues that could potentially be considered in the near future [42]
Summary
Received: 11 January 2021Technological advances in the 21st century have flooded all facets of society, from commerce to education, from literature (e-books) to social relations (social networks such as Facebook, Twitter or Instagram). Educational policymakers, stakeholders, researchers and educators argue that the shift from schools to the digital age is crucial for students’ participation in contemporary society [3]. In this sense, as far as pre-service teachers are concerned, research has shown that attitudes towards the use of ICTs in education play a crucial role in the intention to use them [4]. The same applies to the preparation of schools, i.e., support, resources, perception of the importance of ICT integration and exchange of ideas among teachers. These are all vital aspects of ICT integration [5]
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