Author: Kaushik Sarkar & Dr. Aabriti Sharma
DOI Link: https://doi.org/10.70798/Bijmrd/03121017
Abstract: The growing integration of digital technologies in education has reshaped instructional practices and heightened the need for teachers to develop integrated forms of professional knowledge. This paper revisits the Technological Pedagogical Content Knowledge (TPACK) framework as a comprehensive lens for understanding effective technology integration in 21st-century classrooms. It critically examines the core components of TPACK, technological, pedagogical, and content knowledge and their dynamic intersections, highlighting their relevance for teacher education, curriculum design, instructional practice, and assessment. The study further explores practical applications of the framework across professional development, curriculum planning, classroom instruction, and performance-based evaluation of technology integration. In addition, it addresses key global constraints affecting TPACK implementation, including inequitable access to resources, cultural variability, and methodological challenges in assessment. Drawing on recent research, the paper outlines future directions for advancing TPACK through personalised and adaptive learning technologies, culturally responsive adaptations, systemic professional support, and the integration of emerging technologies. The study concludes that sustaining and refining the TPACK framework through context-sensitive, practice-oriented, and performance-based approaches is essential for empowering teachers to design meaningful, technology-enhanced learning experiences across diverse educational settings.
Keywords: Technological Pedagogical Content Knowledge, Teacher Education, Technology Integration, 21st-Century Learning.
Page No:111-117