Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review

Context and Technological Pedagogical Content Knowledge (TPACK): A Systematic Review
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背景和技术教学内容知识（TPACK）：系统回顾

DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
Matthew J. Koehler
Matthew J. Koehler
中科院分区：
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文献类型：
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作者：
J. Rosenberg;Matthew J. Koehler

文献摘要

被引文献

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摘要语境是教育研究的一个重要方面，也是技术教学内容知识(TPACK)框架的一个重要方面，但在TPACK研究中往往缺失，或者其具体含义不明确。为了系统和全面地了解这类研究中包含语境的程度，并理解语境的含义，我们对有关TPACK的出版物进行了系统的审查。在我们检查的193篇经验性期刊文章中，有36%的上下文包括在对TPACK的描述、解释或操作中。当包括情境时，课堂和学校因素以及与教师有关的因素比与学生和社会有关的因素更有可能被包括在内。约三分之一的文章包含了语境的理由，以及为什么某些语境因素比其他因素被更多地研究，本文对此进行了讨论。对实践的影响和对未来研究的建议侧重于调查实践的复杂性，制定包括背景的措施，并通过更多地关注背景，使TPACK和教育技术研究与其他学科保持一致。(关键词：TPACK、技术整合、教师知识、语境)。
Abstract Context is an important aspect of educational research and the technological pedagogical content knowledge (TPACK) framework, but is often missing from TPACK research, or its specific meaning is not clear. To provide a systematic and comprehensive view of the extent to which context is included in such research, and to understand the meaning of context when it is included, we conducted a systematic review of publications about TPACK. Context was included in descriptions, explanations, or operationalizations of TPACK among 36% of the 193 empirical journal articles we examined. When context was included, classroom and school factors and those related to teachers were more likely to be included than those related to students and society. The grounds for context being included among around one-third of the articles and why some contextual factors are examined more than others are discussed. Implications for practice and recommendations for future research focus on investigating the complexity of practice, the development of measures that include context, and aligning TPACK and educational technology research with other disciplines through greater attention to context. (Keywords: TPACK, technology integration, teacher knowledge, context).