Castro SFA

Language: Spanish
References: 13
Page: 1-11
PDF size: 584.72 Kb.

ABSTRACT

Introduction: Nowadays, the integration of technologies into teaching is a necessity for professors who develop their work in the field of health sciences. Professors make wide usage of pedagogical, disciplinary and technological knowledge for integrating technology effectively during their lessons.
Objective: To show the state of emerging research about technological integration in higher education in order to understand the current progress of the Technological Pedagogical Content Knowledge model.
Methods: A bibliographic search was carried out in the Web of Science and Scopus databases (108 articles). A total of 55 articles were selected for systematic review.
Conclusions: The findings may provide researchers and professors with some possible guidelines for future research about the Technological Pedagogical Content Knowledge model in higher education. Additionally, these can be helpful in designing and planning professional development programs.

REFERENCES

1. Mishra P, Koehler MJ. Introducing technological pedagogical content knowledge. New York: Annual meeting of the American Educational Research Association; 2008. p. 1-16.

2. Koehler M, Mishra P. What is Technological Pedagogical Content Knowledge? Contemp Issues Technol Teach Educ. 2009 [acceso 25/09/2019];9(1):60-70. Disponible en: Disponible en: https://bit.ly/3akNBSM

3. Niess ML. Investigating TPACK: Knowledge growth in teaching with technology. J Educ Comput Res. 2011 [acceso 25/09/2019];44(3):299-317. Disponible en: Disponible en: https://bit.ly/2N2pdN0

4. Shulman L. Knowledge and teaching: Foundations of the new reform. Harv Educ Rev. 1987 [acceso 25/09/2019];57(1):1-23. Disponible en: Disponible en: https://bit.ly/2NryP3y

5. Sjöberg J, Lilja P. University teachers' Ambivalence about the digital transformation of higher education. Int J Learn Teach Educ Res. 2019 [acceso 25/09/2019];18(13):133-49. Disponible en: Disponible en: https://bit.ly/2LRLcFB

6. Ortega-Sánchez D, Gómez-Trigueros IM. MOOCs and NOOCs in the training of future geography and history teachers: A comparative cross-sectional study based on the TPACK model. IEEE Access. 2020 [acceso 25/09/2019];8:4035-42. Disponible en: Disponible en: https://bit.ly/37h3bgq

7. Goradia T. Role of educational technologies utilizing the TPACK framework and 21st century pedagogies: Academics' perspectives. IAFOR J Educ. 2018;6(3):43-61. Disponible en: https://bit.ly/2NoFY4F

8. Angeli C, Valanides N, Christodoulou A. Theoretical considerations of technological pedagogical content knowledge. En: Herring MC, Koehler MJ, Mishra P, editores. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York: Rouletdge; 2016. p. 11-32

9. Voogt J, Fisser P, Tondeur J, van Braak J. Using theoretical perspectives in developing an understanding of TPACK. En: Herring MC, Koehler MJ, Mishra P, editores. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York: Rouletdge; 2016. p. 33-51.

10. Smart V, Finger G, Sim C. Envisioning Technological Pedagogical reasoning. En: Herring MC, Koehler MJ, Mishra P, editores. Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York: Rouletdge; 2016. p. 53-62.

11. Urban ER, Navarro M, Borron A. TPACK to GPACK?? The examination of the technological pedagogical content knowledge framework as a model for global integration into college of agriculture classrooms. Teach Teach Educ. 2018 [acceso 25/09/2019];73:81-9. Disponible en: Disponible en: https://bit.ly/3qkg28S

12. Asamoah MK. TPACKEA model for teaching and students' learning. J Acad Ethics. 2019 [acceso 25/09/2019];17(4):401-21. Disponible en: Disponible en: https://bit.ly/3b7ehpk

13. Gawrisch DP, Richards KAR, Killian CM. Integrating technology in physical education teacher education: A socialization perspective. Quest. 2019 [acceso 25/09/2019];72(3):260-77. Disponible en: Disponible en: https://bit.ly/2Zmuv8x