The TPACK learning model and its impact on educational innovation from a bibliometric analysis
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Abstract
TPACK synthesizes the knowledge that teachers are expected to have during the teaching-learning process. This research contextualizes Technological Pedagogical Content Knowledge (TPACK) while presenting a systematic review and analysis of the literature found at the regional and global level in the Web of Science and Scopus databases between 2016 and 2020, in which we have considered the criteria of the highest number of citations and most relevant articles within the general search with the keyword TPACK. We have also nourished this analysis with statistical data from the Organization for Economic Co-operation and Development (OECD). The methods used for the research were the Historical-Descriptive method and the Analytical-Synthetic method. Consequently, as a result, we have identified the most common problems or variables within the application of the TPACK model and the (possible) solutions or considerations raised from the research that feeds this study, which constitutes a starting point for analyzing the implementation of TPACK.
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