Abstract
This article presents the results of a scientific literature analysis based on Kitchenham’s (2004) proposal, regarding the technological-pedagogical knowledge of the content under the TPACK model. Research studies containing data-driven information in primary education were revised. The selection of the 622 articles was conducted in Scopus, WoS (Web of Science), ERIC (Educational Resources Information Center), and Google Scholar databases; considering the period from which this model was initially described to May 2019. The following criteria were also observed: open access sources, referring to social sciences, and full text available. To conclude, there is limited scientific production regarding TPACK model in primary education, with 3,05% of the articles reviewed in this systematic literature review. An increase in using the TPACK model in terms of teacher knowledge and enriched environments with information and communication technology has also been observed. Participation of other members of the school community as students, parents and managers is also recommended.
Highlights
IntroductionEconomic and technological developments have provided an interesting field of research to explore the integration of information and communication technologies (ICT) in education
Social, economic and technological developments have provided an interesting field of research to explore the integration of information and communication technologies (ICT) in education.Since the mid-1980s, the ideas of Schulman (1986, 1987) have contributed to a line of research that aims to provide a conceptual and contextual framework for the construction of teachers’ knowledge
Systematic reviews of TPACK address aspects related to initial and ongoing training, ICT integration, online teaching, and contextual features (Chai et al, 2013; Moore-Adams et al, 2016; Rosenberg & Koehler, 2015; Voogt et al, 2013), for the present review aims to analyze the scientific literature related to TPACK in primary education
Summary
Economic and technological developments have provided an interesting field of research to explore the integration of information and communication technologies (ICT) in education. Since the mid-1980s, the ideas of Schulman (1986, 1987) have contributed to a line of research that aims to provide a conceptual and contextual framework for the construction of teachers’ knowledge. Didactic content knowledge has become a key issue in initial and in-service teacher education programmes. Mishra and Koehler’s (2006) study involves the introduction of a model that involves linking didactic content knowledge with technology. The technological, pedagogical and content knowledge (TPACK) model evidences the dynamic integration of the three essential dimensions in such a way as to reconcile instruction, context and technology (Koehler & Mishra, 2009). In TPACK, three central dimensions can be distinguished and the intersection between them allows for the identification of four others, which are shown in Figure 1: Paidican & Arredondo
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