Is contextual knowledge a key component of expertise for teaching with technology? A systematic literature review

Abstract

The technological pedagogical content knowledge (TPACK) framework is a prominent framework for describing the knowledge teachers require for teaching in the digital era. Recently, the component of “context” was officially recognized as an additional domain of knowledge. Since then, this domain has started to gradually gain more attention in TPACK research. Yet research on contextual knowledge (XK) appears somewhat sporadic, indicating the need for greater clarity on this construct. As the domain representing the knowledge of educational contexts, the role of experience in educational contexts emerges as a key point for shedding light on this construct. The present systematic literature review aimed to offer an overview of the representations and functions associated with XK through the lens of experience and investigated this domain through comparing the empirical literature focusing on preservice teachers (less experienced) to that focusing on inservice teachers (more experienced). Systematically screening the literature resulted in a final sample of 15 studies conducted among preservice teachers and 23 on inservice teachers. Records were analyzed through qualitative codings and quantitative comparisons of these codes between these two groups of studies. Findings revealed a consistent multifaceted structure of XK across both inservice and preservice teacher studies with a distinctive greater focus on school-level factors in inservice teacher studies. In addition, across groups, studies provided evidence confirming XK as a domain supporting teachers’ practice, that can be developed, and that relates to other pedagogically relevant constructs. These findings are discussed with regards to their implications for researchers, practitioners, and stakeholders.