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A bibliometric analysis of the trends and research topics of empirical research on TPACK

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Abstract

The TPACK (technological pedagogical and content knowledge) framework is an influential theoretical foundation for teaching with technology research. This analysis of 1,608 empirical research studies of TPACK identifies trends and research topics from 2000 to 2020 using structural topic modelling and bibliometrics. The results showed that academic interest in TPACK increased over the study period. The main research topics included the development and evaluation of the TPACK framework, teachers’ development of technological pedagogical content knowledge in teacher training programmes, applications of TPACK in teaching a variety of subjects (math and science, information and communication technologies, foreign languages, programming, leadership, computational thinking, engineering, medical subjects, and geography), digital literacy, online community, and motivation and belief. The results contribute to the understanding of TPACK scholarship and could help researchers and practitioners decide on practices and research directions to follow.

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Authors and Affiliations

  1. Department of English Language Education, The Education University of Hong Kong, Ting Kok, Hong Kong

    Di Zou & Lucas Kohnke

  2. Department of Mathematics and Information Technology, The Education University of Hong Kong, Ting Kok, Hong Kong

    Xinyi Huang, Xieling Chen & Gary Cheng

  3. Department of Computing and Decision Sciences, Lingnan University, Tuen Mun, Hong Kong

    Haoran Xie

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Zou, D., Huang, X., Kohnke, L. et al. A bibliometric analysis of the trends and research topics of empirical research on TPACK. Educ Inf Technol 27, 10585–10609 (2022). https://doi.org/10.1007/s10639-022-10991-z

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