Srivastava, S., & Sharma, S. (2023). A study of TPACK among secondary school teachers. Research Communications, 1(2), 179-187. https://research-communications.cmpcollege.ac.in/wp-content/uploads/2024/02/22-Shresty-Srivastava-Dr.Sapna-Sharma-Final.pdf

Abstract:

“We have numerous discussions about how to use technology in the classroom. As teachers, we feel a push to incorporate technology into our classroom because of the new outcomes that demand it. And the TPACK model provides a fresh framework for the incorporating of technology in teacher education. TPACK stands for “technology, Pedagogical content Knowledge. It is a hypothesis that was created to explain the set of knowledge that teachers need to teach their students a subject, teach effectively, and use technology. The concept of TPACK comes around by the seminal piece on the TPACK model was written in 2006 by Punya Mishra and Mathew J. Koehler in Technological Pedagogical Content Knowledge: A framework for Teacher Knowledge. We have three knowledge domains areas to consider: Technology, Pedagogy and content knowledge. Arranging these three categories into Venn diagram helps us to see the four areas that are developed by Mishra and the teacher may effectively encourage technology in teacher education. The use of technology in teacher education is effectively aligned with the content. For the best result, educators need to be proficient in each of the three areas. The main goal is to (1) How the Integration of technology in Teacher education with reference to TPACK can be beneficial. (2) How the connections can be made in between teacher education technology and TPACK. TPACK is a term used increasingly to describe what teachers need to know effectively integrate technology. TPACK is an essential part of the education system today as it incorporates the growing demand on the use of technology in the content and how it can be taught. The NPE-2020 talks in detail about linking the pedagogical content knowledge with technology. The NEP discusses about providing importance to the entire disciplinary surface. And there should be no distinction depending on the nature of subject. This will overall lead to technology outgrowth of knowledge and dynamisms in education system.”