Author: Khatavkar Mukta
DOI Link: https://doi.org/10.70798/Bijmrd/03121003
Abstract: This study examines the Technological Pedagogical Content Knowledge (TPACK) of elementary school teachers through detailed analysis of lesson plans and classroom demonstrations. Prior to data collection, the researcher conducted a targeted TPACK training program, during which participating teachers designed TPACK-based lesson plans and presented them online for collaborative discussion and feedback. These plans were later refined and implemented in classrooms for evaluation. Data were gathered from a total of 30 in-service Central Board of Secondary Education (CBSE) teachers across core subjects—English, Mathematics, Science, and Social Science—using a qualitative approach. Findings reveal that (i) some lesson plans frequently lacked full integration of technology with pedagogy even after initial training, and (ii) essential 21st-century competencies remained underrepresented. These results highlight the need for sustained professional development aligned with Sustainable Development Goal 4 (Quality Education). The conference’s broader agenda of capacity development, networking, expos, school visits, and recognition through awards underscores the global significance of integrating TPACK into teacher education to raise the quality of learning worldwide.
Keywords: TPACK Framework, Lesson Planning, Elementary School Teachers, 21st-Century Teaching Skills, SDG 4, Quality Education 2025.
Page No: 13-28