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in subject based journals (e.g., English Education, Journal of Geography) , 6 in general pedagogy journals (e.g., Instructional Science), 4 in teacher education journals (e.g., Teaching and Teacher Education), and one in general education magazine (California Readers). This distribution indicates that the TPACK framework is more readily accepted by education technologists rather than content specialists. It further implies the need for education technologists to further publicize the frameworks among content specialists. Findings from the research method analyses Out of the 74 papers, 55 are data driven research while the other 19 papers are non-data driven. The nineteen papers are classified as theoretical paper (9), worked example (9) and an editorial paper. To qualify as data driven papers, the papers need to have an explicitly method section that addresses data collection and data analyses. We report the non-data driven papers below before findings about the data driven papers are reported. Theoretical papers The nine theoretical papers reviewed uniformly argued for relevance of TPACK as a guiding framework for teachers’ acquisition of knowledge for ICT integration (Cox & Graham, 2009; Hammond & Manfra, 2009b; Harris, Mishra, & Koehler, 2009; Kereluik, Mishra, & Koehler, 2011; Koehler & Mishra, 2005b; 2009; Pierson & Borthwick, 2010; Robin, 2008; Swenson, Young, McGrail, Rozema & Whitin, 2006). Cox and Graham’s (2009) paper deals with precising definitions of the TPACK constructs. The other 8 papers discussed how TPACK framework can be used to guide educators’ effort in dealing with the challenges on teaching and learning that are brought forth by rapidly changing technologies. For example, Harris et al. (2009) suggested helping social studies teachers by providing 42 forms of activity type that could integrate ICT to enhance instruction. Kereluik et al. (2011) points out that teaching is complex problem solving while Koehler and Mishra (2005b) highlights TPACK as repurposing technology through teachers’ design effort. In his review of the AACTE (2008) handbook, Hewitt (2008) suggested that there is a lack of critical perspectives among the authors who have contributed. Similar remarks may be also appropriate for these theoretical papers as none of them reflexively challenges the TPACK framework. Perhaps the gaps for further theorizing may be found in the comprehensiveness of the framework or the contextual influences bearing on teachers’ TPACK (see later section). Worked examples Other than the theoretical papers, there are 9 papers classified as worked examples. These papers report schools or the researchers’ effort in applying the TPACK framework to structure learning in institutional settings (Brush & Saye, 2009; de Olvieria, 2010, Guerrero, 2010; Kersaint, 2007; Lambert & Sanchez, 2007, Lee & Hollebrands, 2008) or creating resources and examples for ICT integration (Bull, Hammond & Ferster, 2008; Harris et al., 2010; Toth, 2009). The last non-empirical paper is an editorial paper written by Bull et al. (2007). They discussed ICT integration as “wicked problems” and the needs for further research on effective ICT integration to subsequently inform teachers and policy makers. In sum, the publication of these papers indicates that educators perceive strong needs for the sharing of resources, examples, best practices and further studies for ICT integration. In the following section, we dwell more into depth on the data driven research. Data driven research Based mainly on the explicit classification of the research methods reported by the authors, the 55 data driven papers can be classified into 3 types of research approaches (31 qualitative, 13 quantitative, and 11 mixed approach papers) and 7 categories of research methods. The research methods and the number of studies include artifact evaluation (2), software development (1), case study (10), intervention study (32), document analysis (1), survey study (4), and instrument validation (5). Table 2 below provides a summary of these studies. 35
Table 2. Summary of empirical research papers Research Research References method approach Theme of research Oster-Levinz & Klieger, 2010; Valtonen, Kukkonen, & Artifact Online courses website Wulff, 2006 evaluation Qualitative evaluation Wu, Chen, Wang, & Su (2008) Software Mixed Development of game- development based environment for computer engineering course Doering & Veletsianos, 2008; Hammond & Manfra, Case study Qualitative Students’ perception and 2009a; Manfra & Hammond, 2008; Schul, 2010a; Schul, practice of learning with 2010b technology Almas & Krumsvik, 2008; An & Shin, 2010; Teachers’ perception Hofer & Swan, 2008 and practice of teaching with ICT integration in classrooms Wilson & Wright, 2010 Teachers’ development (5 years) of TPACK from preservice to inservice stage Khan, 2011 Mixed University teachers and students’ perception of the pedagogical use of simulation for learning chemistry Allan, Erickson, Brookhouse, & Johnson, 2010; Angeli Intervention Mixed Reports of courses & Valanides, 2009; Doering, Veletsianos, Scharber, & studies designed to the Miller, 2009; Hardy, 2010a, 2010b; Koehler & Mishra, improved teachers (pre- 2005; Mishra & Koehler, 2006; Özmantar, Akkoç, service, inservice, Bingölbali, Demir, & Ergene, 2010; Tee & Lee, 2011 university faculty) Akkoç, 2011 ; Archambault, Wetzel, Foulger, & Williams, 2010; Bowers & Stephens, 2011; Groth, Spickler, Bergner & Bardzell, 2009; Haris & Hofer, 2011; Holmes, 2009; Jang, 2010; Jang & Chen, 2010; Koh & Divaharan, 2011; Lundeberg et al., (2003); Nicholas & Ng, 2010; Niess, 2005; Richardson, 2009; Shafer, 2008; So & Kim, 2009; Jimoyiannis, 2010 Qualitative TPACK. Angeli & Valanides, 2005; Chai, Koh & Tsai, 2011a; Chai, Koh & Tsai, 2010; Graham et al., 2009; Koehler, Mishra & Yahya, 2007; Kramarski & Michalsky, 2010; Kramarski & Michalsky, 2009 Quantitative Lee & Tsai, 2010; Archambault, & Barnett, 2010; Koh, Chai & Tsai, 2010; Sahin, 2011; Schmidt et al., 2009 Instrument validation Quantitative Creation of survey to measure the various TPACK dimensions Greenhow, Dexter & Hughes, 2008 Survey Mixed Survey of teachers’ Banas, 2010; Ozgun-Koca, 2009 studies Qualitative view and use of ICT Jamieson-Proctor, Finger, & Albion, 2010 Quantitative with reference to TPACK constructs Polly et al., 2010 Document Qualitative Review of PT3 project analysis reports and journal papers 36
Page 1 and 2: http://www.ifets.info ISSN: 1436-45
Page 3 and 4: Supporting Organizations Centre for
Page 5 and 6: Timely Diagnostic Feedback for Data
Page 7 and 8: Lim et al. addressed two gaps, a us
Page 9 and 10: The new found benefits of technolog
Page 11 and 12: analysis of all articles submitted
Page 13 and 14: Since some articles could not meet
Page 15 and 16: Table 2. Distribution of research t
Page 17 and 18: Research method Table 8 shows diffe
Page 19 and 20: authors concluded that mixed-method
Page 21 and 22: trends. Library and Information Sci
Page 23 and 24: Taylor, E. W. (2001). Adult Educati
Page 25 and 26: Zealand 10 paper 15 19 Using mutual
Page 27 and 28: impact on a variety of sectors arou
Page 29 and 30: Grand challenges These grand challe
Page 31 and 32: eport for details of competencies c
Page 33 and 34: learning repositories to use in con
Page 35 and 36: Acknowledgements This paper is base
Page 37 and 38: eliminating duplicates, a total of
Page 39: Findings of this review In the foll
Page 43 and 44: students’ conception of learning
Page 45 and 46: their creative capacity in designin
Page 47 and 48: which make it impossible to see how
Page 49 and 50: The content knowledge Table 3 depic
Page 51 and 52: The first revision we have made to
Page 53 and 54: Angeli, C., & Valanides, N. (2005).
Page 55 and 56: Lee, H., & Hollebrands, K. (2008).
Page 57 and 58: Rushby, N. (2013). The Future of Le
Page 59 and 60: The top ten in the 2011 survey were
Page 61 and 62: My first vision of the future is on
Page 63 and 64: References Dienstag, J. (2006). Pes
Page 65 and 66: industries, new laws, and new areas
Page 67 and 68: or distractive effects of technolog
Page 69 and 70: This may be further complicated by
Page 71 and 72: espect, the literature about school
Page 73 and 74: Tondeur, J., Van Keer, H., van Braa
Page 75 and 76: Disruptive technology When mainfram
Page 77 and 78: with the physical environment, such
Page 79 and 80: mockups, and then embedded in compu
Page 81 and 82: the global marketplace. Students in
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Page 87 and 88: education reform. In the following
Page 89 and 90: error elimination and/or refutation
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In essence, as depicted in figure 1
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of our students, who are the future
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Simon, H. (1996). The Sciences of t
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2010). Similar patterns can be obse
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To complement the literature search
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Figure 1. Domains of sustainable e-
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Discussion and conclusions This sco
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Baty, P. (2010, July 1). Global rep
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Loewenberger, P., & Bull, J. (2003)
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applied query expansion techniques
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di, 1 ≤ i ≤ n , 0 < d i ≤ 1,
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Procedure Figure 2 schematically de
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Phase 3. Wiki-based revision Throug
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Table 4. Comparison of the performa
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materials manually by working alone
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# Question 1 2 3 4 5 Table 7. Users
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Kuo, Y. H., & Huang, Y. M. (2009).
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Nevertheless, one of the major prob
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Rlj indicates the answer of the l t
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Relative weight Very low 5 ww , ∈
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Experiment and evaluation Figure 7.
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and CG (59.06 and 13.52). The resul
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Expert 1 Expert 2 Expert 3 Correctn
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The EFWA algorithm Appendix Defini
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y the fourth student correctly is:
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drA = − + − + − = 2 2 2 ( , M
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students have achieved what they wa
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environments. This gap can be bridg
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can understand, as well as a vehicl
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5. “Then move on to Loop 2.” Ea
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fact that the students could not ge
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conceptualization, and testing in n
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Soloway, E., Norris, C., Blumenfeld
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all image search queries result in
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instance, not knowing how to naviga
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displays in real time. The authors
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Significance was not found for main
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manifestation of visual literacy; a
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Mayer, R. E. (2001). Multimedia lea
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McMillen (1996) considered virtual
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Learning of area concepts in elemen
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shrink. changed. Hints and Show but
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Based on teacher observations and c
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Appendix 1. Sample items of BACT *I
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Wong, L.-H., Hsu, C.-K., Sun, J., &
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Johnson and Johnson (1994) identifi
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Design of game-based learning activ
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Findings The students exhibited hig
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We take two instances of character
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In designing Chinese-PP, we instead
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Boticki, I., Looi, C.-K., & Wong, L
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Hwang, G.-J., Sung, H.-Y., Hung, C.
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2000). For example, Filippidis and
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amount of information about the lea
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The factors that affected the stude
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Burguillo, J. C. (2010). Using game
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Wong, L.-H. (2013). Analysis of Stu
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Recognizing both the importance and
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Student responses were coded based
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English with the translations of th
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With her mother’s support, Jane w
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LGC that could occur in any physica
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The significance of the reported st
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Chen, Y.-L., Pan, P.-R., Sung, Y.-T
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them develop new concepts to facili
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Figure 1. Visualization of how mino
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experimental group all the other le
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Procedures All subjects in both gro
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misconceptions corrected by a learn
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exploration environment constructed
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Küçüközer, H., & Kocakülah, S.
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Lin, J.-W., Lai, Y.-C., & Chuang, Y
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The related works Feedback should b
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E 2 1 R 23 N E 5 R 15 E 1 R 13 E 3
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Once the frequent itemsets have bee
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The first phase generates a diagnos
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To assure pretest validity and reli
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Questionnaire and interviews To und
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Maughan, S., Peet, D., & Willmott,
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According to Angeli and Valanides (
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description, objectives, and entry
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TCK: For the fourth activity, the g
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A questionnaire focusing on Instruc
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eing aware of the importance of sel
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References Airasian, P. W., & Walsh
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Instructional Technology Instructio
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and He (2006) revealed that technol
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Model and hypothesis development Sa
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Table 1. Student profile Gender: Ma
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H3 Student satisfaction has positiv
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Conclusions Addressing four PRS iss
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Tao, Y.-H., & Yeh, R. C. (2009, Jul
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My overall experience of PRS is abs
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skills can move to the next learnin
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were divided into an experimental g
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illustrates the Monopoly gameplay m
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Comparison of monopoly and instruct
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Guskey, T. R., & Gates, S. L. (1986
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Yang, C.-C., Tseng, S.-S., Liao, A.
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text only because learners are able
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Figure 2. Structure of poetry multi
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time period. Bandwidth is measured
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Participants and experimental proce
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owses multimedia resources. Fewer p
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the other approach. Meanwhile, the
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Wang, Y.-H., Young, S. S.-C., & Jan
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mistakes in front of the teacher an
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Basic English learning materials we
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The instructor also showed positive
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H.L, M = 38.11) which occurred in b
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Discussions Tangible learning compa
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We can conclude from the current st
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Joo, Y. J., Joung, S., & Kim, E. K.
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on 506 students registered for cybe
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and management systems, learning se
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multivariate normal distribution as
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Structural model examination Table
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Direct effect Flow ← Satisfaction
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Second, the results of this study c
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Kim, H. S. (2008). The effects of t
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language accurately, or product-ori
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Thailand 5 Vietnam 25 Total 208 Res
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Procedures of data collection Figur
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discussions. From Brian’s log fil
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universities. There were 259 studen
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and he provided his arguments and r
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Within groups Total Test 4 Between
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Crooks, B. (2003). The combined use
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Appendix A 342
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teenager. Chapter four, “Identity
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