Technological Pedagogical Content Knowledge (TPACK) in Physics Education

Abstract

In this review of the literature, we first delineated what technological pedagogical content knowledge (TPACK) is and then laid out its origins and development in physics education. By providing detailed information on what teachers/instructors need to know and what they can do to incorporate technology into their teaching experiences, we summarized the main issues in the TPACK framework literature and technology integration in teaching. We delineated the rationale of the TPACK theoretical framework and its main assumptions; explained existing different TPACK models developed through its short history and the impact of this framework on teacher development and initial teacher training; explained the place of TPACK in mandates and standards and its impact on student achievement. Lastly, we reviewed the research that dealt with TPACK in physics education and provided an analysis of the gaps in the literature and implications for further research.