A modified technological pedagogical and content knowledge (TPACK) framework: A systematic literature review

Technology is a critical element of the human perspective on learning. Good teaching with technology requires understanding the mutually reinforcing relationships between content, pedagogy, and technology to develop proper context-specific strategies and representations. TPACK is one of the most researched topics that discusses the interaction and combination of teacher knowledge in the domains of technology, pedagogy, and content. Overtime, TPACK has raised criticism regarding the many areas that had not been explored and the need to reconceptualize the framework. There have been many further developments in the form of modifications to the TPACK model, which have produced various measurement instruments. This research uses a systematic literature review (SLR) method to explore multiple modifications to the TPACK framework and the integration of related fields. The review was carried out on published papers from 2008 to 2023 utilizing the Scopus database. The analysis in the research was carried out through 3 stages: planning, conducting, and reporting. Planning including identify SLR needs, determine the focus of the question, and Develop Review Rules. Furthermore, in conducting, researcher excluding articles that didn’t mention TPACK Development Framework. Last stage is reporting including analyze the main article by creating a review table and answer the Research Question. There were 18 core articles filtered from a total of 1,295 articles. The findings from the thematic analysis identified five areas of study that were integrated with modifications to the TPACK framework, including Knowledge, Competency, Tools, Practice, and Attitude. Finally, exploration was also carried out to see gaps and research potential for future studies in each field.