Abstract:

It was determined that Technological Pedagogical Content Knowledge Model (TPACK) is the mostly utilized model in researches on the integration of information and communication technologies into teaching and learning processes. Model suggests that technological knowledge, pedagogical knowledge and content knowledge have a direct and positive effect on TPACK. Thus, the purpose of the study is to evaluate the model and the process with a critical perspective by examining the researches based on TPACK in the integration process. In this regard, articles published between the years of 2003-2013 and based on TPACK framework for the integration of technology in education are searched with a descriptive review in the Web of Science database. As a result of the descriptive review, 75 research articles have been reached. The articles were analyzed in terms of year, country, journal, context, method, study group and the sample size, technological innovations used and research results by content analysis method. As a result, it was determined that there were contradictory findings regarding the elements in the model and interaction of these elements in the literature. It was taught that rather than repetition of researches regarding to explaining the integration process with reference to this model, making different modelling studies which focus on the individual and system interaction can make more contribution to both the literature and the implementation

Keywords: