The TPACK framework, which has been translated as Technological, Pedagogical and Content Knowledge is an essential theoretical reference model in initial training and teacher professional development programs for the integration of technology. This article seeks to reveal the keys, trends and recommendations of the incorporation of ICT in the teaching-learning process based on the findings of a systematic literature review on TPACK. This review has followed the PRISMA protocol with a default search equation. It is concluded that the TPACK framework is a valuable theoretical reference for the effectiveness of the integration of technology in the teaching-learning process and therefore, for its transformation and change. In addition, the training actions must place the teacher as a leading, active and participatory actor in decision-making for the integration of ICT. It is recommended to promote empirical research in various contexts and educational levels on ICT to establish the best training routes according to educational needs and characteristics.