A Review of Empirical Studies on Technological Pedagogical Content Knowledge and Context in English Language Subject Area

• In Event: Examining Technology and Game-Based Language Teaching and Learning

Abstract

Technological pedagogical content knowledge (TPACK) defines the knowledge domains required for successful technology integration. The aim of this systematic literature review was to examine context levels and the application of TPACK in the area of English language teaching and learning. The empirical studies reviewed were published between 2009 and 2019. Twenty four articles were included in the final content analysis. Analysis of the included studies revealed that classroom factors at the micro contextual level were addressed more frequently than those at the meso and macro contextual levels. The data indicate that teacher’s contextual factors are not always included in the operationalization of TPACK. A critical perspective of TPACK is vital to understanding the technological shifts in this subject area.

Author

• Moe Debbagh Greene, Virginia Commonwealth University