Abstract:

This review of 36 studies investigates the Technological Pedagogical Content Knowledge (TPACK) framework and instructional practices in various educational contexts. The majority of the reviewed studies focus on pre-service and in-service teachers, highlighting the multifaceted nature of TPACK research. Various demographic factors, technology-related variables, and research methodologies were considered, revealing diverse approaches, characteristics, and trends. A majority of the reviewed studies utilized non-probability sampling techniques, indicating a need for more consistency in sampling procedures to facilitate the comparison and synthesis of findings. The findings suggest that future research should prioritize developing well-defined research questions and data management practices to ensure the accuracy and reliability of the findings. Furthermore, future studies should continue to explore the complex relationships between TPACK and various aspects of instructional practices, as well as the potential impact of TPACK on student learning outcomes. By building on these findings and employing rigorous research methods, future studies can continue to advance our understanding of the role of TPACK in shaping effective instructional practices, ultimately contributing to the improvement of teaching and learning in the digital age. However, the study's focus on articles published in journals hosted by ULAKBIM and conducted in Turkey, as well as the exclusion of non-empirical research, may have limited the generalizability of the findings to other contexts and populations. Additionally, the lack of explicit information on data cleaning procedures and missing data from the studies reviewed might affect the accuracy and reliability of the findings.

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