Using TPACK as a framework to analyze TLC model

Abstract

TPACK is a conceptual framework that integrates technology, pedagogical, content, and knowledge in one unit. TPACK has been announced as a theoretical background for instructors to incorporate technology in learning effectively. The TPACK background comes from the idea that the integration of technology in learning needs to balance content, pedagogical, and technology. For educators who want to apply technology in education, they must master the three areas. This study is a systematic literature review of the TPACK background and the Technology Learning Cycle (TLC) model whose syntax begins with awareness, exploration and filtration, learning, personal and professional application, sharing and reflection. The purpose of this review is to analyze the TLC model and find out the location of each domain syntax on the TLC model that is most dominantly used by learning based on the TPACK framework. The findings show that the TLC model separates the components of technology knowledge (TK) from content pedagogical knowledge (CPK). The implications of this domain separation have an impact on the obscurity of the use of technology used in learning while using the TLC model.