TY - GEN
T1 - Technology, Pedagogy and Content (TPACK framework)
T2 - 6th Latin American Conference on Learning Technologies, LACLO 2021
AU - Aleman-Saravia, Ana Cecilia
AU - Deroncele-Acosta, Angel
N1 - Publisher Copyright:
© 2021 IEEE.
PY - 2021
Y1 - 2021
N2 - 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.
AB - 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.
KW - content
KW - educational innovation
KW - ICT
KW - pedagogical knowledge
KW - teacher training
KW - teaching-learning
KW - technological knowledge
KW - technology integration
KW - TPACK framework
UR - http://www.scopus.com/inward/record.url?scp=85127127449&partnerID=8YFLogxK
U2 - 10.1109/LACLO54177.2021.00069
DO - 10.1109/LACLO54177.2021.00069
M3 - Contribución a la conferencia
AN - SCOPUS:85127127449
T3 - Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
SP - 104
EP - 111
BT - Proceedings - 2021 16th Latin American Conference on Learning Technologies, LACLO 2021
PB - Institute of Electrical and Electronics Engineers Inc.
Y2 - 19 October 2021 through 21 October 2021
ER -
