Among the components of TPACK, technological pedagogical knowledge seems to be the newest but the most demanding. Let’s talk about technological pedagogical knowledge in education. Technological knowledge describes the understanding of numerous technologies, varying from low-tech techniques like pencil and paper to digital technologies like cellphones, tablets, and even laptops using the internet, digital video, interactive whiteboards, and software programs. The definition of Technological Knowledge used in the TPACK framework is almost the same as the Fluency of Information Technology. The Fluency of Information Technology believes that persons understand information technology broadly enough to apply it productively at work and in their everyday lives, recognize when information technology can assist or impede the achievement of a goal, and adapt to changes in information technology continually. Information Technology requires a greater understanding and mastery of information technology for information management, communication, and problem-solving than does the usual definition of computer literacy. Obtaining Technological Knowledge in this manner allows an individual to achieve a diversity of different tasks using information technology and to create diverse ways of completing a job. This conceptualization of technological knowledge does not recommend one-time learning of knowledge but instead sees its gradual improvement, like developing over a lifetime. Thus, it is continuous improvement and involvement in education.
Teachers should get training that focuses on pedagogical concerns if they are to be persuaded of the benefits of integrating technology into their work. Pedagogy is the confident use of specific tactics, strategies, and technologies in teaching to achieve pedagogical goals in a particular setting while supporting students through participation and interaction in the ongoing academic and social activities in the classroom. Teaching is a standard definition of pedagogy. By considering unique student backgrounds and interests, understanding students and their needs, and learning theories, teachers’ pedagogy helps shape their actions, judgments, and other teaching tactics.
Research by Habibu, Abdullah-Almamun, and Clement (2022), and Alshmrany and Wilkinson (2019) showed that barriers to teachers using technology include their attitudes and self-computer literacy, their confidence with it, social conditions, system quality, lack of genuine software, the number of computers in the classroom being insufficient, low-speed internet, lack of motivation, lack of proper training skills, lack of availability of the newest ICT equipment, lack of expert technical staff, inadequate administrative support, and poorly designed curricula. Hence, learning outcomes can be improved by using technology effectively to help solve the majority of issues that teachers and students have in the traditional classroom.
However, regardless of the anticipated benefit, teachers must use their pedagogical expertise and strategically plan to integrate technology into the classroom successfully. Many researchers observed that using ICT tools improves the pedagogical attainment of the goals teachers set for themselves in a short amount of time at all educational levels. In order to facilitate economic, technological, and educational growth, integrating ICT tools for successful teaching and learning at all levels of school is a must rather than a luxury. ICT compliance includes knowing how to carefully and responsibly employ technological skills and approaches to facilitate instructional experiences and master these skills. Application of pedagogy and ICT use are the two critical components of using a pedagogical understanding of technology for efficient education delivery. Educators with strong technological pedagogical backgrounds would be better able to address some of the issues that arise in the classroom and work against the pedagogical experiences of their students. This is because a teacher’s technological pedagogical expertise fundamentally influences the learning objectives of their students.
