TITLE/AUTHOR

YEAR

ISSUE
1. Researcher Md. Faruque (2008) found that among the causes of poor TVET system in Bangladesh
is its low quality of instructors, limited professional development program to improve content
knowledge and pedagogical techniques as well as no control done over the quality of expertise.
2. UNESCO-UNEVOC reported similar problem found in Malaysian TVET system where pedagogical
aspects were not given emphasize in training of novice instructors (Ehlers, 2010). In order to improve the
quality of instructors, improvement to the professional development program is necessary by evaluating the

1. Factors influencing the

current performance of TVET instructors.

Technological Pedagogical
Content Knowledge

Purpose of study

(TPACK) among TVET

1. To assess the level of competency among TVET instructors by evaluating their professional

instructors in Malaysian
TVET Institution

2012

knowledge based on TPACK model.

2. to improve the understanding of teacher thinking, offering useful information to the stakeholders
in planning and organization of professional development program, improvement to the

Junnaina Husin Chua,

curriculum of instructor preparation programs as well provides feedback to TVET instructors on

Hazri Jamil

their current performance.

1. The level of knowledge gained by instructors is an element used to measure the quality and
effectiveness of training provided by TVET institutions (Scheerens, Luyten, & Ravens, 2011).
2. Coggshall, Behrstock-Sherratt, Drill, Menon, and Cushing (2011), 90% of teachers across
different generations view that technology use can assist teaching; however, only half of the
teachers felt that technology use in teaching and learning is very effective.
3. Level of knowledge among school teachers was unsatisfactory (Ehlers, 2010; Richards, 2010)
2. The Effect of Field

4.

Female teachers were reported to dominate good pedagogical knowledge but have difficulty in

Specialization Variation on

gaining technology knowledge as compared to male teachers (Low, 1999; Shaharom Noordin &

Technological Pedagogical

Faridah Sapiee, 2010).

Content Knowledge
(TPACK) among Malaysian
TVET Instructor

2012
Purpose of study:1. to explore the level of knowledge (TPACK) gained by TVET instructor currently and how does

Junnaina Husin Chua,

Hazri Jamil

TPACK level vary across field of specialization

2. to measure the current status of the professional knowledge gained and its variation based on
field of specialization for the sample of TVET instructors who are different from previous
samples in terms of curriculum, specialization, qualification and the teaching and learning
orientation

1. The development of the TPACK framework has taken the technology field by storm (Cox &
Graham, 2009), and various researchers have developed related curriculum, texts, professional
development models, methods of measurement, as well as advancements to the framework
itself (Angeli & Valanides, 2009; Harris, Mishra, & Koehler, 2009; Niess, 2008; Schmidt et al.,
2009).

2. while TPACK is potentially useful, especially when conceptualizing how the affordances of
3. Revisiting

technology might be leveraged to improve teaching and learning, it requires additional

technological

examination to understand if technology, content, and pedagogy meld together to form the

pedagogical content

unique domains described by framework.

knowledge:
Exploring the
TPACK framework

2010

Purpose of study:1. to explore the nature of technological pedagogical content knowledge (TPACK), defined as
understanding the connections and interactions between and among content knowledge

Leanna Archambault

(subject-matter that is to be taught), technological knowledge (computers, the Internet, digital

Joshua H. Barnett

video, etc.), and pedagogical knowledge (practices, processes, strategies, procedures and
methods of teaching and learning) to improve student learning.

4. Pengetahuan Teknologi

1. Kajian daripada Abdul Razak Idris dan Chan (2010) telah menunjukkan tahap pengetahuan dan

Pedagogi Kandungan (Ptpk)

kemahiran penggunaan komputer masih kurang dalam kalangan guru.

Dalam Kalangan Guru

Matematik Sekolah Rendah

2. Nor Bakar dan Rashita A Hadi (2011) pula mendapati guru-guru matematik jarang
menginterasikan ICT dalam pengajaran dan pembelajaran matematik walaupun seramai 93.33%
guru telah diberi kemudahan komputer riba.

Khor Mooi Tieng,

3. Hasil kajian daripada Norsidah T Mohamed, Rosnaini Mahmud dan Mokhtar Nawawi (2012)

Lim Hooi Lian

pula menunjukkan tahap pengintegrasian ICT oleh guru sekolah rendah secara keseluruhannya
adalah sederhana sahaja. Jelasnya masih terdapat ramai guru tidak menggunakan komputer
2014

untuk menjalankan pengajaran walaupun penggunaan ICT sudah lama diperkenalkan dalam
pengajaran dan pembelajaran.
4. Hal ini disebabkan masih terdapat ramai guru yang memandang kaedah ini secara lewa (Nor
Bakar dan Rashita A Hadi, 2011).
Tujuan kajian
1. Untuk mengenal pasti tahap PTPK dalam kalangan guru matematik. Faktor pengalaman
mengajar juga dikaji sama ada mempunyai perbezaan terhadap min PTPK.
2. Untuk mengenalpasti tahap pengetahuan kandungan, pengetahuan pedagogi dan pengetahuan
teknologi yang menyumbang ke arah penguasai PTPK juga dikenalpasti.

5. E-Learning Needs

2014

1. The review of related literature has elicited widely accepted definitions of key terms and the

Assessment among Students

variables used in the study. As made clear from the comprehensive literature review, just a few

in the Colleges of Education

researchers worked on the e-learning needs assessing in higher educational level especially in
teacher training colleges, while the present study was going to shed some light on the students,

Hamid Mohammad Azimi

different subjects of studies in colleges, comparing institutional types of colleges with

reference to their financial in/dependency on governmental supports. In the literature review,
extant studies regarding awareness, perceptions and attitudes, gender differences address these
issues, but remain inadequate to address Teacher Education in e-learning needs.
Purpose of study:Purpose of this survey study was to clearly identify major gaps and needs of e-learning components
among students in the Colleges of Education.

6. TPACK dalam Pendidikan

Seni Visual: Satu Kajian
Mengenai Kesediaan Pelajar
Menggunakan EPembelajaran dalam
Pembelajaran Pendidikan
Seni Visual
Roslaili Anuar
Wan Zamani Wan Zakaria

2015

1. Rozinah Jamaludin (2005) mendapati bahawa anjakan paradigma dalam masyarakat telah
mengubah sistem pendidikan Negara.
2. Pembangunan serta akses yang luas daripada Internet dan multimedia telah menjadikan epembelajaran sebagai medium terkenal dalam institusi pengajian tinggi kerana ia menyumbang
kepada cara yang baru dan lebih baik daripada pengajaran secara konvensional.
3. Hal ini kerana capaian maklumat adalah lebih mudah, pelbagai serta lebih cepat membuatkan
proses pengajaran dan pembelajaran menjadi lebih konsisten dan efisien. Universiti Teknologi
MARA (UiTM) telah lama menggalakkan fleksibiliti dalam mod pengajaran dan pembelajaran
menerusi pelan inisiatif Pusat Pembangunan Pendidikan (Abdul Nasir, Mohd Yusof, Syed
Hassan, 2011).
4. E-pembelajaran dilaksanakan untuk menggalakkan pembelajaran berpusatkan pelajar.

5. Seperti yang dinyatakan oleh Rosli, (2012), portal e-pembelajaran menyediakan ruang atau
tempat kepada pelajar untuk membuat carian mudah di pelbagai sumber elektronik seperti buku
elektronik atau sumber internet yang sangat berguna.

Kajian ini bertujuan untuk mengukur tahap kesediaan pelajar untuk menggunakan
e-pembelajaran dalam pembelajaran di UiTM.

1.

some studies show that teachers TPACK perceptions were affected by their age, technological
knowledge, and pedagogical knowledge (Koh, Chai, & Tsai, 2010; Lee & Tsai, 2010; Pierson,
2001), the relationship between these factors and teachers constructivist-oriented TPACK
perceptions have yet to be examine

2. UNESCOs ICT competency standards for teachers (UNESCO, 2008) emphasize that teachers
need knowledge to use ICT for supporting constructivist learning which involves knowledge

7. Demographic Factors,

construction and problem-solving activities within authentic contexts (Airasian & Walsh, 1997;

TPACK Constructs, and

Duffy & Cunningham, 1996).

Teachers Perceptions of
Constructivist-Oriented
TPACK

3. Empirical studies show that practicing teachers do not fully exploit the affordances of ICT tools
2014

for constructivist teaching (Lim & Chai, 2008; Starkey, 2010; Webb & Cox, 2004); indicating
that constructivist-oriented TPACK could be an area of particular challenge for them.

Joyce Hwee Ling

Koh, Ching Sing
Chai1 & ChingChung Tsai

This study describe about:

1. Constructivist-oriented TPACK perceptions of 354 practicing teachers in Singapore.
2. Examines if demographic variables such as gender, age, teaching experience and teaching level
impact practicing teachers constructivist-oriented TPACK.
3. Discuss about the implications for teacher professional development in constructivist-oriented
ICT integration.

8.) Issues of ICT Usage among

2014

1. According to Samuel & Zaitun (2007) recent figures released by the Ministry of Education

Malaysian Secondary School

(2004) shows that 4,500 schools are already equipped with computer laboratories, 99,000

English Teachers

computer units and 4,600 servers. In addition, a total of 8,120 schools is connected to the
broadband School-Net and a total of 97,000 laptops and 70,000 LCD projectors have been
supplied to teachers teaching core subjects (Samuel & Zaitun, 2007).

Arumugan Raman & Abdul

Halim Mohamed

2. However, there was a problem identified among secondary school English teachers during
practicum which is the lack of integration of ICT in teaching English language. This area has
been studied by many but the teachers perception of ICT, their percentage of usage and
dominancy of the obstacles they face are still questionable.
3. Hence, the researcher would like to study about the English teachers perception of integrating
ICT in English lessons and the dominancy of obstacles which prevent them from using ICT in
their teaching and learning process. This study would be very helpful for pre-service teachers to
get prepared before stepping into the real world of teaching.

This research objectives are as follows:

1. To assess secondary school English teachers perception towards integrating ICT in teaching
English language.
2. To find out the usage level of ICT among secondary school English teachers in teaching English
language.
3. To identify the dominancy of obstacles faced by secondary school English language teachers in

integrating ICT in teaching English language.

9.) Effect of lesson study on preservice secondary teachers'

The objective of this study was to examine the effect of Lesson Study (LS) on pre-service secondary

technological pedagogical

teachers TPACK for teaching mathematic with The Geometers Sketchpad (GSP)

content knowledge
2013
Chew Cheng Meng

Issues: Did Lesson Study (LS) can effect on pre-service secondary teachers TPACK for teaching

Lim Chap Sam

mathematic with The Geometers Sketchpad (GSP)?

Wun Thiam Yew

Lim Hooi Lian

2015

Teacher could teach students with these two competences. However, recently, teachers should also add
new mastery into their competence repertoire, namely technology competence. By having such

10. Technological Pedagogical

competences, teachers are expected to be able to integrate the competences for their teaching needs. To

and Content Knowledge

be able to do so, teachers need to master three kinds of knowledge, namely technological knowledge,

(TPACK) of English

pedagogical knowledge, and content knowledge.

Teachers in Pekanbaru, Riau,

Indonesia

Purpose of study:
1. Discuss TPACK of senior high school English teachers in Pekanbaru.
2. How in service teachers develop and apply TPACK throughout their teaching.

Mahdum
11. Testing a TPACK-

2010

1. Many researcher promoted to use TPACK in classroom , immersive, content-based approaches,

Based Technology

such as instructional modeling (Niess, 2005), collaborative lesson study with university

Integration

researchers (Groth, Spickler, Bergner, & Bardzell, 2009), and meta-cognitive exploration of

Assessment Rubric

deictic TPACK that emerges as curricula and technologies change (Hughes & Scharber,
2008). Still others promote active, professional reflection and inquiry.

Judith B. Harris
Neal Grandgenett
Mark Hofer

2. Dawson (2007) and Pierson (2008), for example, suggest TPACK as a focus for teachers action
research. Mouza & Wong (2009) propose a TPACK-based case development strategy in which
teachers learn from their practice.
3. Two approaches focus TPACK development within teachers planning. Roblyer & Doering
(2010) recommend TPACK self-assessment as the first step in each stage of instructional

decision-making. Harris and Hofer (2006; 2009) draw upon research about teachers planning
practices to suggest a learning activities-based approach to selecting and combining curriculumkeyed teaching/learning strategies and complementary educational technologies.
Purpose of study:
i.

Although there is ever-increasing emphasis on integrating technology in teaching, there are few

ii.

well-tested and refined assessments to measure the quality of this integration.

The few measures that are available tend to favor constructivist approaches to teaching, and
thus do not accurately assess the quality of technology integration across a range of different

iii.
12. Technological Pedagogical

2011

teaching approaches.
We have developed a more pedagogically inclusive instrument that reflects key TPACK
concepts and that has proven to be both reliable and valid in two successive rounds of testing
1. Successful technology integration is rooted primarily in curriculum content and content-related

Content Knowledge

learning processes, and secondarily in savvy use of educational technologies (Harris, Mishra, &

(TPACK) in Action: A

Koehler, 2009).

Descriptive Study of
Secondary Teachers

2. To effectively integrate educational technologies into instruction, K12 teachers planning must

Curriculum-Based,

occur at the nexus of curriculum requirements, students learning needs, available technologies

Technology-Related

affordances and constraints, and the realities of school and classroom contexts.

Instructional Planning
3. The complex knowledge needed for such planning is known as technological pedagogical
Judith B. Harris

content knowledge (Mishra & Koehler, 2006) the total package of technology, pedagogy,

Mark J. Hofer

content, and context knowledge (TPACK) (Thompson & Mishra, 20072008).

4. How does teachers TPACK inform educators instructional planning?

5. How can this knowledge be develop?

Purpose of study:
i.

How does teachers technological pedagogical content knowledge (TPACK) inform their

ii.

instructional planning?
How can this knowledge be enhanced?

Data generation and analysis in this study focused. These are:

Pedagogical content knowledge (PCK): Shulmans construct about how to teach specific
content-based material

Technological content knowledge (TCK): How to select technologies that best embody and
support particular content-based precepts

Technological pedagogical knowledge (TPK): How to use particular technologies in teaching

Technological pedagogical content knowledge (TPCK/TPACK): How to teach specific contentbased material, using technologies that best embody and support it, in ways that are
appropriately matched to students needs and preferences

13. School-Wide Adoption of a

2015

1. The influence of learning games has been studied in K-12 settings with favorable outcomes as

Mathematics Learning Game

they have been considered an agent for change in the classroom (Ritzhaupt et al. 2010, p.

in a Middle School Setting:

189).

Using the TPACK

Framework to Analyze

2. The implementation of digital game based learning in the classroom brings to the forefront the

Effects on Practice

issue of teacher professional development due to potential changes that take place in the
process.

Michael A. Evans ,
Miguel Nino, Kirby

3. Consequently, the use of a theoretical framework to integrate technology in the classroom could

Deater-Deckard &

be an efficient way to help teachers adopt and implement a learning game in a classroom. One

Mido Chang

of the most well-known theoretical frameworks used in instructional technology integration is

referred to as the Technological Pedagogical Content Knowledge (TPACK) framework (Koh et
al. 2014; Chai et al. 2011).
4. By analyzing the antecedents and effects of school-wide adoption of The CandyFactory app,
this article suggests that the TPACK framework could serve as an analytical

Objectives:
1. How teachers from two contiguous school districts in southwest Virginia implemented The
CandyFactory, an iPad-specific learning game that focuses on pre-algebraic concepts,
particularly fraction knowledge
2. To exemplify the most salient
3. changes that took place, using the TPACK framework and seven knowledge areas
Issues :

The implementation and adoption of the TPACK framework using quantitative methodologies,
including the TPACK survey, have been well documented in Asia.
There are fewer studies that have used TPACK as a lens to evaluate a specific technology such as a
learning game, especially using a qualitative-driven methodology.
14. Exploring the role of
TPACK and teacher self-

2014

1. This ethnographic research study investigated three elementary teachers perceived self-efficacy
beliefs and their attitudes toward mobile technology enhanced instruction.

efficacy: anethnographic case

study of three iPad language
arts classes

2. Using technological pedagogical content knowledge (TPACK) as a guiding theory, the authors
sought to determine whether and how the three knowledge components that form the
foundation of the TPACK framework technological, pedagogical or content knowledge have

Mary Gene Saudelli

similar levels of influence on teachers language arts teaching practices.

and Katia Ciampa

3. They also examined how each teacher incorporated iPad technologically enhanced pedagogical
practices and made connections to their beliefs about the role of technology and education.
4. Adopting technology into classroom practice is dependent not only on the amount of training a
teacher receives, but also the teachers beliefs about the benefits and uses of technology in the
classroom.
5. Teachers self-efficacy in relation to capabilities with technology had a strong influence on their
attitudes about incorporating technology in their own teaching practices.

6. Technology attitude positively and significantly affects perceived computer self-efficacy,

computer anxiety and computer supported education
Objective:
a) To investigate three elementary teachers perceived self-efficacy beliefs and their attitudes toward
mobile technology enhanced instruction.
b) To determine whether and how the three knowledge components that form the foundation of the
TPACK frameworkTechnological, pedagogical or content knowledge have similar levels of
influence on teachers language arts teaching practices.
c) How each teacher incorporated ipad technologically enhanced pedagogical practices and made
connections to their beliefs about the role of technology and education.

15. Exploring the TPACK of

2012

Objectives :

Taiwanese elementary

To examine the differences between elementary mathematics and science teachers TPACK with

mathematics and science

respect to current use of IWBs

teachers with respect to use

of interactive whiteboards

To examine the differences among elementary teachers TPACK by teaching subjects, gender, and
teaching experiences.

Syh-Jong Jang &

Meng-Fang Tsai

Issues:
The interactive whiteboard is one of the technological tools that have been becoming widely used by

school
teachers. However, there are still many mathematics and science teachers who have not previously used
IWBs (Jang, 2010).
Although the notion of TPACK has been gaining recognition and acceptance by educational
researchers in recent years, research on the assessment of teachers TPACK is just beginning
Reviewing these TPACK-related questionnaires and surveys most of the instruments involve the use of
ICT technology and measure pre-service teachers TPACK.
Found only a small number of quality instruments that measure elementary in-service teachers TPACK
(Graham et al., 2009), and few used IWB technology in these contexts. To better understand in-service
elementary mathematics and science
teachers current use of IWBs and their TPACK thus become the need of this study.
IV : teaching subjects, gender, and teaching experiences
DV: TPACKs score

17. Studying Challenges in

Purpose of study:

Integrating Technology in

1. To understand existent pedagogical development ideas and pedagogical models of knowledge in

Secondary Mathematics with

Technological Pedagogical

the context of integration of technology into mathematics education by experienced teachers.

2014

2. To document and analyze secondary school mathematics teachers choice in integrating

and Content Knowledge

technology.

(TPACK)
Dorian Stoilescu

Issues :
i.

Challenges intersect between technology and context. Some limitations were due to challenges
posed by the technology, either hardware or software problems.

ii.

Lack of computer technology.

IV : Two secondary mathematics teacher

with over 15-experience
DV : Challenges that teacher face and
ways of improving strategies of
integrating ICT instruction.

18. Teachers technological

Purpose of study :

Pedagogical Content
Knowledge Self- Efficacies

1. To determine teachers views on technological pedagogical content knowledge (TPACK), their

2014

self-efficacy,and whether these views changed according to sex, age, period of service, faculty
graduated from branch, access to the internet, the use of technology level, and access to in-

Ibrahim Yasar Kazu

service training which is oriented to the use of technology.

Pinar Erten
2. To determine the difference between teachers self-efficacy perceptions on TK and TPK
according to the faculty graduated from.

Research question:
1. What are the opinions of teachers regarding their self-efficacy in technological pedagogical
content knowledge?

2. How do the opinions of teachers on their self-efficacy in technological pedagogical content

knowledge change according to sex, age, period of service, the faculty graduated from, branch,
the situation of access to technology, and the level of use of the technology, and the situation of
in-service training oriented towards the use of technology?

IV : Population of the study was

composed of primary school teachers

who held office in the Elazig city
center in Turkey in the academic
year 2011-2012.
DV : Teachers TPACK self efficacies
according to the variable of
sex,age,period of service,faculty
graduated from, branch, access to
technology,the use of technology
level and in-service training that is
19. Assessing Pre-service

2015

oriented to the use of technology.

Research Question :

English as a Foreign

1) How well does an ELT teacher education program prepare EFL teachers with respect to their levels

Language Teachers

of TPACK development?

Technological Pedagogical
Content Knowledge

2) Is there a significant difference in pre-service EFL teachers development of TPACK by gender and
academic achievement?

Hseyin z

20. An Investigation of Pre-

2014

Objective: To examine pre-service teachers Technological Pedagogical Content Knowledge (TPACK)

service Teachers Technological

and how it differs based on a variety of characteristics (i.e. gender, grade level, type of high school

Pedagogical Content Knowledge

graduated, possession of different technologies)

Based on a Variety of
Characteristics

Research Question:
1. What are the pre-service teachers level of Technological Pedagogical Content Knowledge

Feride Karaca

(TPACK)?
2. Do pre-service teachers TPACK scores vary with respect to gender, grade level, kind of high
schools they have graduated from, their reasons for choosing their professions, their perceptions
of the value of school experience courses and their possessions of different technologies at
home?
3. Is there a significant relationship between pre-service teachers computer use in years and their

21. Investigating EFL teachers

technological pedagogical

2015

TPACK scores?
Objective: To present a balanced assessment of TPACK by investigating students perceptions of their
teachers TPACK.

content knowledge: Students

perceptions

Research Question: What were EFL students perceptions of their teachers TPACK?

Jun-Jie Tseng

IV: Teachers TPACK

DV : Students perception