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TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AS A THEORY ON FACTORS OF THE USE OF ICT IN PEDAGOGY: A REVIEW OF LITERATURE

TitleTECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) AS A THEORY ON FACTORS OF THE USE OF ICT IN PEDAGOGY: A REVIEW OF LITERATURE
Publication TypeConference Proceedings
Year of Conference2016
AuthorsS, M, Batiibwe, K, Bakkabulindi, FEK
Conference NameSouth Africa International Conference on Education
Abstract

The use of ICT in pedagogy has a positive impact on the teaching and learning process. While ICT in pedagogy is an undertaking involving stakeholders like teachers, administrators and students, teachers are considered to play a core role in the use of ICT in pedagogy. What factors will then make the teachers use ICT in pedagogy? In deriving the factors affecting the adoption of an innovation, such as ICT in pedagogy, several frameworks are available. Of these frameworks, we review some of the traditional innovation adoption frameworks namely, the Innovation Diffusion Theory (IDT), the Technology Acceptance Model (TAM), the Technology-Organization-Environment (TOE) framework, and the Unified Theory of Acceptance and Use of Technology (UTAUT). We find that all the above models have been widely employed in guiding innovation adoption studies. We notably argue that the Technological Pedagogical Content Knowledge (TPACK) framework can be included on the list of innovation adoption models. Thirdly, we review past studies on TPACK and isolate pertinent gaps. Hence we develop a framework basing on TPACK, and derive hypotheses to guide further studies on the factors related to the use of ICT in pedagogy by teachers and call for a paradigm shift to have large scale quantitative studies testing whether the TPACK constructs relate to the levels of use of ICT in pedagogy.

URLhttp://aa-rf.org/wp-content/uploads/2015/05/SAICET-2015-Proceedings.pdf#page=86