Header

UZH-Logo

Maintenance Infos

Investigating contextual knowledge within TPACK: How has it been done empirically so far?


Brianza, Eliana Maria; Schmid, Mirjam; Tondeur, Jo; Petko, Dominik Investigating contextual knowledge within TPACK: How has it been done empirically so far? Edited by: Lagran, E (2022). San Diego, CA, USA: Association for the Advancement of Computing in Education (AACE).

Abstract

The technological pedagogical content knowledge (TPACK) framework traditionally describes seven domains of knowledge which teachers rely on for effectively combining technology, pedagogy and content within their teaching contexts. To date, the context construct has been acknowledged interchangeably as both the settings within which teachers operate as well as teachers’ knowledge of their teaching environments. The need to distinguish between the two has been emphasized by Mishra (2019) by explicitly upgrading context as an eighth domain of knowledge of TPACK. To support future research on contextual knowledge, based on a systematic review of the TPACK literature published between 2005 and 2020, this study offers an overview of the current empirical methods, instruments, and findings surrounding this construct. Findings reveal a range of approaches (i.e., self-report, interviews, artifacts, observations, vignettes, and multimethods) for investigating contextual knowledge and the comparison of these approaches and their related findings are discussed.

Abstract

The technological pedagogical content knowledge (TPACK) framework traditionally describes seven domains of knowledge which teachers rely on for effectively combining technology, pedagogy and content within their teaching contexts. To date, the context construct has been acknowledged interchangeably as both the settings within which teachers operate as well as teachers’ knowledge of their teaching environments. The need to distinguish between the two has been emphasized by Mishra (2019) by explicitly upgrading context as an eighth domain of knowledge of TPACK. To support future research on contextual knowledge, based on a systematic review of the TPACK literature published between 2005 and 2020, this study offers an overview of the current empirical methods, instruments, and findings surrounding this construct. Findings reveal a range of approaches (i.e., self-report, interviews, artifacts, observations, vignettes, and multimethods) for investigating contextual knowledge and the comparison of these approaches and their related findings are discussed.

Statistics

Altmetrics

Downloads

138 downloads since deposited on 15 Feb 2023
104 downloads since 12 months
Detailed statistics

Additional indexing

Item Type:Edited Scientific Work
Communities & Collections:06 Faculty of Arts > Institute of Education
Dewey Decimal Classification:370 Education
Language:English
Date:11 April 2022
Deposited On:15 Feb 2023 14:42
Last Modified:12 Dec 2023 09:58
Publisher:Association for the Advancement of Computing in Education (AACE)
ISBN:978-1-939797-61-2
OA Status:Green
Official URL:https://www.learntechlib.org/primary/p/221012/
  • Content: Published Version
  • Language: English