Teacher Educators’ Perceptions of Technological Pedagogical and Content Knowledge and its Effect on their Classroom Teaching: A Sequential Explanatory Study Research Scholar: Zahid Ali (14729) Principal Supervisor: Prof. Dr. Shams Hamid Ph.D. (Dissertation) Defense In-partial fulfillment of the requirement for the Degree of Doctor of Philosophy in (Education) Faculty of Arts, Design, Education and Social Sciences IQRA University Karachi 2022 Background of the Study • Problem: Teachers in Pakistan are not well equipped with content, pedagogical and technological knowledge in order to meet the challenges of the 21st century (NEPF, 2018). It is extensively recognized that overall the quality of education provided by the public sector schools in Pakistan has been deprived due to poor teaching practices and huge lacking of composite teaching knowledge, low level of teaching competencies and technology integration(Ali, Thomas & Hamid, 2020; Ali, Ahmed & Sawani, 2022). • Expected situation: it is a policy objective of Pakistan to prepare qualified, competent, committed and qualityconscious teachers, educational managers, leaders and teacher educators who may promote among learners the cognitive skills and dispositions required for evolving a sustainably emerging society(NEP 2017). • Present situation: A large number of less qualified and untrained teachers are in the workforce of all provinces of Pakistan and this pool is growing continuously (NEP 2017). A number of studies in the last four decades have pointed out the key issues of teacher education in Pakistan and a variety of factors have been cited in the literature and generally recognized that the quality of teacher’s teaching is extremely low (NPSTs, 2009). • Research Gap: A huge gap which has not been bridged so for in Pakistani context, for effective teaching learning there is a need of innovative, emerged and a powerful knowledge framework in the practices of teachers for developing and unpacking teachers’ professional knowledge for the technology-infused twenty-first century classroom. It is also a perceived gap between what is learned in teacher education settings and what is taught in schools. Bridging this gap is the complex challenge of teacher education in Pakistan, To the best of my knowledge, no published research has investigated the teaching and technology knowledge of teachers educator’s through TPACK in Sindh Pakistan. The current study is the first that has been conducted in Sindh Pakistan to measure teacher educator’s perceived professional knowledge and practices of teaching and technology integration through TPACK. Background of the Study (Conti…’) • Suggested solutions by the researchers: Knowledge is inconsistent; new information is always added on the old information, providing individuals with information required by the time is among the major objectives of all educational systems (Özdemir, 2016). Farooq and Shahzadi (2006) quoted Andrew, effective teacher must internalize knowledge and skills so that they can deploy them quickly and flexibly. • Most appropriate solution and significance: Measuring TPACK frame work in Pakistani context is the most appropriate solution, so this study centered on the (PCK) (Shulman, 1986) and (TPACK) framework Mishra and Koehler (2006), which measures educators’ knowledge of effectively teaching with technology. TPACK is based on the concept that effective teaching of technology is combination of a teacher’s technological knowledge, pedagogical knowledge, and content knowledge (Schmidt et al., 2009). There are seven variables, CK, PK, TK, PCK, TPK, TCK and TPACK. The TPACK framework adds a technological knowledge component highlighting the need for teachers to know how technology can influence content and pedagogy. The TPACK framework has become universal in the educational technology field and is supported by the American Association of Colleges for Teacher Education (Carpenter, et al., 2016). The technological pedagogical content knowledge (TPACK) framework has emerged as a powerful framework that is typical to developing and unpacking teachers’ professional knowledge for the technology-infused twenty-first century classroom (Harris, Phillips, Koehler, & Rosenberg, 2017). Theoretical Background • The original theory TPACK is based on is the pedagogical content knowledge (PCK) construct, which describes how pedagogical knowledge and content knowledge work together to enable effective instruction (Shulman, 1986). This study centered on the pedagogical content knowledge (PCK) (Shulman, 1986) and technological pedagogical content knowledge (TPACK) framework Mishra and Koehler (2006), which measures educators’ knowledge of effectively teaching with technology. • The model attempts to describe the type of knowledge required for educators to effectively implement technology in their teaching practices. TPACK is based on the concept that effective teaching of technology is a combination of a teacher’s technological knowledge, pedagogical knowledge, and content knowledge (Schmidt et al., 2009). • TPACK is the knowledge required for effective teaching and technology integration. TPACK builds on Shulman’s (1986) pedagogical content knowledge framework. Shulman argued that the most effective teaching takes place when teachers merge their understanding of content and pedagogy to plan learning experiences that overcome teaching challenges. TPACK refers to “an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology)” (Mishra & Koehler, 2006, p.1028). From the interaction of these bodies of knowledge, both theoretically and in practice, producing flexible knowledge necessary to successfully integrate technology into teaching (Carpenter, et al., 2016; Koehler & Mishra, 2009). Teachers need to understand “not just the subject matter they teach, but also the manner in which the subject matter can be changed by the application of technology” (Mishra & Koehler, 2006, p.1028).These components empowering teachers to facilitate student learning to a new level. • In this framework there are seven variables, namely CK, PK, TK, PCK, TPK, TCK and TPACK. CK is the teacher's Content Knowledge of the subject matter (content) to be learned or taught to the students (Koehler, Mishra, & Cain, 2013). This knowledge includes concepts, theories, ideas, organizational frameworks, evidence, and practice. Meanwhile, PK is an in-depth knowledge of a teacher regarding Pedagogical processes and practices or learning methods, while TK is the knowledge of technology for information processing, communication, and problem solving, and focuses on productive application of technology both in work (Koehler et al., 2013; Rosenberg & Koehler, (2015). Theoretical Background (Conti…’) PCK is the knowledge of the teaching process (Shulman, 1986). It is blended with teachers’ knowledge and teaching skills. The TPK variable is defined as the knowledge of the effect of technology on teaching and learning and TCK as about the relationship between subject and technology, including knowledge of influencing technologies and used in exploring the discipline of the content provided (Koehler et al., 2013; Koh & Chai, 2014; Rosenberg & Koehler, (2015). TPACK, Mishra and Koehler (2006) added the technology component to form TPACK. In its current form, TPACK represents three primary types of knowledge—technological knowledge (TK), pedagogical knowledge (PK), and content knowledge (CK)—while considering the relationships of these variables. This interrelation forms a teacher’s technological pedagogical knowledge (TPK), technological content knowledge (TCK), and pedagogical content knowledge (PCK). The intersection of the three primary types of knowledge and relational knowledge of the framework represents a teacher’s TPACK (Schmidt et al., 2009). Conceptual Framework Research Objectives • To ascertain the competency level of teacher educators’ perceptions in terms of TPACK, TPACK sub domains and its effect on their classroom teaching. • To determine the competency level of teacher educators’ perceptions regarding their instructional practices of mathematics, social studies, science and literacy in their classroom teaching related to TPACK and technology integration. • To investigate the difference of TPACK between the teacher educators’ in term of; gender, marital status, age, teaching experience, institution, academic qualification and professional qualification. • To find out, how teacher educators perceive, adapt and apply their professional knowledge and technology integration in the instructions of mathematics, social studies, science and literacy in their classroom teaching related to TPACK. Research Questions • What is the competency level of teacher educators’ perceptions of TPACK, TPACK sub-domains, and classroom teaching? • Is there any significant difference in TPACK level between the teacher educators’ in terms of; gender, marital status, age, teaching experience, institution, academic qualification, and professional qualification? • How do teacher educators adapt their professional knowledge and technology integration in their teaching practices of mathematics, social studies, science, and literacy? • How do teacher educators perceive, adapt, and apply their professional knowledge and technology integration into their classroom teaching? Methodology Research Purpose Examining Teacher Educators’ Perceptions of Technological Pedagogical and Content Knowledge and its Effect on their Classroom Teaching. Research Methods Quantitative & Qualitative (Mixed Methods), Research Design Explanatory Sequential Design, (Creswell, 2013) Data Source Primary data Data Collection & Instrument Cross-sectional Survey, Semi Structured Interviews, Survey Questionnaire on five point Likert scale adapted (Schmidt et al., 2009). Sampling Technique Multi stage- Purposive/ convenience Target Population Teacher educators of all public and private teacher education institutes of Sindh. Sample Size (n=515), fowler, (2009) Statistical Technique Descriptive statistics/SEM. Validity and Reliability of the Construct Constructs CK CT PCK PK TCK TK TPACK TPK α 0.841 0.895 0.772 0.887 0.760 0.850 0.822 0.844 rho_A 0.843 0.899 0.784 0.890 0.789 0.863 0.839 0.846 CR 0.883 0.914 0.868 0.912 0.860 0.893 0.882 0.889 (AVE) 0.557 0.543 0.687 0.599 0.674 0.626 0.653 0.616 The results reveal that all reflectively measured constructs have AVE values are above the critical value of 0.5. Furthermore, all Cronbach's alpha and composite reliability values are significantly higher than the essential threshold of 0.70, indicating high reliability. The above table shows that all constructs of this study have an acceptable reliability and validity value. Cross loadings Items of the Constructs AS59 AS60 AS61 AS62 Ck10 Ck11 Ck12 Ck16 Ck17 Ck18 IPS53 IPS54 IPS55 IPS57 IPS58 PCK27 PCK29 PCk28 Pk19 Pk20 Pk21 Pk22 Pk23 Pk24 Pk25 TCK31 TCK32 TCK33 TPACK43 TPACK44 TPACK45 TPACK46 TPK34 TPK35 TPK38 TPK39 TPK42 Tk2 Tk3 Tk4 Tk5 Tk6 CK 0.237 0.239 0.239 0.279 0.742 0.744 0.766 0.736 0.759 0.729 0.267 0.300 0.278 0.295 0.300 0.397 0.471 0.270 0.272 0.329 0.359 0.328 0.359 0.335 0.369 0.553 0.267 0.537 0.190 0.371 0.174 0.397 0.218 0.231 0.240 0.231 0.226 0.215 0.325 0.273 0.357 0.227 CT 0.774 0.775 0.772 0.744 0.230 0.318 0.271 0.244 0.314 0.252 0.709 0.702 0.708 0.739 0.701 0.343 0.351 0.298 0.417 0.322 0.392 0.382 0.410 0.412 0.428 0.348 0.256 0.292 0.313 0.430 0.362 0.347 0.388 0.392 0.350 0.367 0.370 0.252 0.267 0.267 0.255 0.171 PCK 0.301 0.261 0.237 0.297 0.324 0.302 0.356 0.332 0.376 0.393 0.298 0.296 0.340 0.343 0.302 0.816 0.881 0.787 0.381 0.423 0.451 0.394 0.432 0.387 0.461 0.545 0.441 0.473 0.276 0.393 0.332 0.342 0.421 0.393 0.367 0.359 0.407 0.197 0.258 0.313 0.270 0.209 PK 0.359 0.383 0.336 0.358 0.287 0.291 0.288 0.355 0.350 0.390 0.396 0.400 0.386 0.436 0.365 0.505 0.452 0.387 0.709 0.768 0.813 0.836 0.779 0.711 0.792 0.424 0.329 0.329 0.179 0.359 0.243 0.281 0.464 0.461 0.339 0.376 0.403 0.236 0.314 0.294 0.250 0.258 TCK 0.283 0.258 0.243 0.332 0.476 0.423 0.498 0.360 0.401 0.388 0.233 0.266 0.253 0.275 0.289 0.413 0.568 0.498 0.330 0.368 0.379 0.293 0.337 0.332 0.344 0.855 0.733 0.868 0.301 0.438 0.314 0.444 0.381 0.367 0.347 0.342 0.355 0.256 0.324 0.352 0.357 0.244 TK 0.198 0.204 0.220 0.283 0.210 0.279 0.285 0.270 0.267 0.297 0.221 0.185 0.280 0.179 0.259 0.251 0.273 0.275 0.228 0.240 0.313 0.255 0.307 0.250 0.248 0.377 0.305 0.285 0.328 0.383 0.357 0.311 0.393 0.338 0.311 0.374 0.405 0.713 0.808 0.853 0.841 0.730 TPACK 0.402 0.343 0.365 0.348 0.259 0.351 0.357 0.139 0.256 0.236 0.291 0.255 0.340 0.276 0.338 0.316 0.387 0.341 0.315 0.266 0.249 0.211 0.259 0.265 0.267 0.402 0.347 0.406 0.723 0.860 0.807 0.835 0.349 0.337 0.360 0.336 0.448 0.227 0.352 0.374 0.409 0.296 TPK 0.319 0.341 0.310 0.392 0.179 0.229 0.246 0.206 0.254 0.189 0.352 0.322 0.365 0.379 0.395 0.420 0.441 0.372 0.356 0.375 0.444 0.401 0.415 0.406 0.429 0.413 0.334 0.375 0.288 0.449 0.370 0.388 0.816 0.816 0.755 0.774 0.760 0.299 0.369 0.393 0.428 0.342 Hypothesis-testing No Hypothesis Original Sample Standard T Statistics Sample (O) Mean (M) Deviation (|O/STDEV|) P Values Decision (STDEV) H1 TK -> TCK 0.215 0.217 0.047 4.546 0.000 Supported H2 TK -> TPK 0.326 0.328 0.053 6.111 0.000 Supported H3 CK -> PCK 0.283 0.286 0.054 5.229 0.000 Supported H4 CK -> TCK 0.496 0.498 0.045 11.106 0.000 Supported H5 PK -> PCK 0.420 0.421 0.054 7.699 0.000 Supported H6 PK -> TPK 0.412 0.412 0.039 10.570 0.000 Supported H7 PCK -> TPACK 0.116 0.120 0.058 2.023 0.044 Supported H8 TCK -> TPACK 0.269 0.263 0.057 4.718 0.000 Supported H9 TPK -> TPACK 0.288 0.295 0.066 4.394 0.000 Supported H10 TPACK -> CT 0.453 0.457 0.040 11.433 0.000 Supported Constructs R2 R2 Adjusted PCK 0.360 0.356 TCK 0.368 0.365 TPK 0.368 0.365 TPACK 0.310 0.305 CT 0.205 0.203 Q-Square Decision Pedagogical Content Knowledge 0.241 Moderate Technological Content Knowledge 0.232 Moderate Technological Pedagogical Knowledge 0.220 Moderate Technological pedagogical and content knowledge 0.197 Moderate Classroom Teaching 0.107 Weak Construct Major Findings of Both Phases The findings support the notion that teacher educators’ beliefs influence their classroom teaching. The data collected both quantitatively and qualitatively indicate that teacher educators’ perceptions of TPACK and its sub domains and technology integration in classroom teaching of mathematics, social studies , science and literacy relate to teacher educators’ planning and classroom instruction and should be considered by teacher preparation programs, teacher educators, instructors, education policymakers, school, college and universities administration, and those involved with the professional development for teachers. The mixed method allowed the researcher to identify teachers felt confident and comfortable with their teaching practices until it came to integrating technology into those practices and extending basic instruction to be more conceptual and problem solving oriented. The mixed methods also identified not only the need for more professional development assistances but there is also need of continued technical support and accessibility of technological equipment. Contribution of the Current Research Contribution to the literature: Assessing teacher educators’ competencies of their professional knowledge and technology integration in classroom teaching through TPACK could provide needed information for creating and developing curriculum, workshop manuals and teaching material to train educators and prepare them to enhance their classroom practices with complex knowledge and technology integration. Contribution to the Academic Practices: This research enhances practices by giving educators with fresh ideas and experiences in a variety of contexts and situations, allowing them to evaluate and select what they can apply to their current situation. Contribution of the Current Research • Assisting educators in becoming better practitioners, research aids policymakers, particularly administrators, by providing data-based evidence for rigorous decision-making in the development of TPACK-related curriculum, capacity-building courses, and professional training programs for teacher education institutes. • The study's findings have about essential resources and supports to assist teacher educators in their teaching practices, classroom instructions, and technology integration, allowing for better teachers to be produced and groomed with best classroom practices to improve student learning, which is the ultimate goal. • The findings of this study may also provide administrators with the information they need to decide whether a teacher has the requisite expertise of teaching and technology integration to employ in their classroom effectively. Individual development plans for teachers can be tailored by administrators, policymakers, and educational stakeholders based on particular elements that have been shown to improve a teacher's TPACK and classroom practices. • The outcomes of this study have supplied policymakers and administrators with preliminary data that may affect their decisions about the development of curriculum and workshop manuals/training materials with technology integration into Pakistani teacher education programs. The findings could, for example, aid administrators in developing a preliminary strategy for integrating technology into Pakistan's education system in order to improve classroom practices and instructors' comparative levels of teaching and technical expertise. Resulkts revealed whether technical and nontechnical academic subjects required the same or different levels of work and concentration in terms of training and execution. • This study also encourage and raise teacher educators’ knowledge of the necessity of using technology in their classrooms and they will be able to assess their own TPACK skill levels and contribute to the rebuilding of their country's teacher education standards. • Due to insufficiency of research in Pakistan's teacher education system in general, and incorporating technology into teacher education in particular, this study gives an approach that may be used by Pakistani researchers on other issues, adding to the comparative value of studies on the topic. Recommendations The findings in this study have resulted in a collection of recommendations. These recommendations may apply to future researchers, teachers’, teacher educators; education policymakers, school, college and universities administration, and those involved with the professional development for teacher educators. They are intended to share the teachers’ perspectives and provide insight that may better inform and support teacher educators’ perceptions of technology integration in classroom teaching of mathematics, social studies, science and literacy. This information may help to shed light on teachers’ perspectives of technology integration in classroom teaching and inform those who support growing teacher educators’ knowledge and practice. The following recommendations can be offered as a consequence of this research. Recommendations for Teachers /Teacher Educators/Instructors TPACK should be developed in basic teacher education programs first because it may focus on more effective teaching with technology while also offering a framework for instructors to reflect on whatever elements of their practice may require assistance. Teachers' TPACK should be built using an integrated approach that treats technology, pedagogy, and content knowledge as interconnected structures. Rather than teaching pre-service teachers how to use technology to teach a topic, teacher education programs should teach them how to utilize technology to teach content. Because most teachers believe their first teacher education programs did not effectively prepare them for teaching with technology in the classroom, teacher education programs should make a strong effort to use technology in their teaching. Teacher educators should promote TPACK to all teachers, including primary and secondary school teachers, because it may focus on more effective teaching with technology while also creating a framework for instructors to reflect on their methods. Building instructors' technological, pedagogical, and content expertise should be more integrated. This approach examines technology, pedagogy, and topic knowledge as a whole, focusing on their intersections. Recommendations for Administration and Policy Makers: A very important recommendation is that many teacher education institutes are well equipped with computers and other latest gadgets. Still, there is no application because teachers and students cannot use them. Therefore, the administration must think about it and allow them to use and facilitate teachers and students in teaching /learning. Identify and Provide necessary resources to teacher's education institutes for constructing and developing conceptual understanding in their core teaching subjects. This study Participants felt that there was a lack of focus on technological resources and support in teaching practices; the expectations for technology integration in the classrooms are different than in the past, and therefore participants expressed a need for all necessary resources in teachers education institutes, so administration should have to provide necessary resources so that they use and build their conceptual thinking and problem solving in for all four core subjects (mathematics, social studies, science, and literacy). Teacher educators are expected to master all contents and not just one. Usually, this leaves teacher educators stronger in one content area than another. Most of the teacher educators interviewed expressed very strongly in the subject matter knowledge/content area. But participants expressed a need for more training in their subjects. In order to teach a subject well, to be strong content knowledge, pedagogy knowledge, and technological knowledge to teach the subject. Because of this, it is extremely essential to construct teacher educators' technological pedagogical and content knowledge. Provide professional development opportunities: Professional development is one of the biggest indicators for successfully integrating any new initiative, excellence, and mastery in teaching and technological skills. Participants expressed a lack of continuous professional development and training/capacity-building programs of technology integration in their subjects. Participants expressed a need for highquality professional development opportunities. Professional development needs to be hands-on, ongoing, differentiated, and provide continued coaching and support. Participants also expressed that ongoing support from curriculum coaches who help guide their practice and provide model lesson opportunities was most helpful and needed. Professional development providers or curriculum coaches need to be available for question and answer sessions. Recommendations for Administration and Policy Makers: Empowerment to initiate change: Teacher need to be empowered and supported. It is important to seek out those teachers that are innovators or early adopters. Teachers who are on their own, without hesitation, are always seeking out learning and looking to grow their practice. It is important to promote and support teachers who have particular expertise. Having these teachers in your building can help shift, drive, and support school-wide change. Accessibility of teaching-learning resources: Participants expressed spending a lot of their own time and money trying to find good resources that align with their classroom and students' expectations. Teacher educators' are sifting through free and online resources while not always knowing which are effective and bring into line well and which do not. This again causes obstruction for teacher educators and sometimes results in ineffective instruction or reverting back to past practice. Teacher educators want to spend their time planning how to best meet their students' needs and not sifting through resources. If exceptional resources are already available to teacher educators' then work on their own time can be spent on differentiating practice to meet students' needs and planning effective instruction with quality resources. If there are technology tools and resources provided as part of the existing program and curriculum, teachers that would normally be hesitant to integrate technology may be more appropriate to use it. It would be more enthusiastically accessible and already integrated as part of their planning process. Recommendation for future researchers: This investigation identified additional areas of interest in which TPACK research could be directed in the future. TPACK, according to the existing findings, is a teachers' knowledge construct, which means that instructors hold it. As a result, no research on the impact of teachers' TPACK on student learning has been conducted. This topic must be researched in detail in the future. After all, the ultimate purpose of teaching is to help students learn more effectively. In addition, more study is needed to discover what other contextual factors influence instructors' TPACK in practice and determine the method in which the subsidizing elements influence TPACK and how this differs in run-through. • While this study was performed in teacher education institutes in Sindh, a similar study may be conducted in rural and urban areas throughout the country, and the results could be assessed for technology awareness and pedagogical gaps. The study can be carried out in various situations, such as among in-service male and female school instructors. Academicians and researchers will be able to explore new possibilities as a result of this. • A comparison between the public and private sectors may be another aspect of research to investigate further. Depending on whether the research is conducted at the public or private school, college, or university level, the outcomes of this dimension of the study may be different. Future TPACK surveys will clarify the context in which respondents should reply to questions about the various components being measured. This will provide a good indication to both the reader and the researcher of what the respondents thought when they responded to the survey items in the first place. This investigation revealed additional areas of interest in which TPACK research could be directed in the future. The belief that TPACK is a professional knowledge framework that teachers possess is widespread; however, there has been little research on teachers' TPACK on student learning or classroom teaching in the Pakistani context. As a result of this research, it was determined that all of the TPACK constructs have significant positive implications for student learning and classroom teaching. • However, a more in-depth research is required to assess students' perceptions and teacher educators' perceptions because assessing only teacher educators' perceptions is insufficient to explore and investigate the phenomenon of substandard and low quality education, which is the basic root cause of low academic performance. As a result, this is an issue that requires extensive investigation. This research indicated that teachers are highly qualified and properly prepared and have been incorporating technology into their lessons. However, the quality of education at the school level remains inadequate, as evidenced by the pupils' poor academic achievement. So there is still another topic that must be thoroughly investigated: if teachers are well-versed in both teaching and technology and can change effectively, what are the pecans of inferior educational quality? As a result, scholars must investigate the phenomenon of education of inadequate quality. • The ultimate purpose of teaching is to help students learn more effectively. The classroom learning environment, absence of digital resources, and how contributing components or constructs affect TPACK and how this differs in practice need to be investigated further. It is appropriate for future researches to stipulate the context must be focused on qualitative in-depth research or case studies in specific urban or rural areas/districts of Sindh Pakistan, where the standard of education is below the literacy rate is too low, so that researchers may be able to explore the phenomenon of low-quality education sufficiently thorough investigation of the performance of teachers and students. Practical Suggestions of the research on educational practices • The results of this study has implications in many folds. Based on the findings, it is recommended that in-service and pre-service teacher education institutions adopt and incorporate technology-enhanced classroom learning (TPACK) into their classroom instruction practices. All teacher educators must be provided with training to assist them in integrating technology into their classroom instruction. • The findings of this study also imply that administrators, representatives, and educational stakeholders should establish individual development plans for teachers that contain traits that have been found to improve a teacher's overall professional competence through (TPACK). Based on the findings of this study, it is possible to infer that administrative and educational stakeholders can develop individual development plans for teachers based on explicit criteria that have been shown to increase a teacher educator's teacher preparation content knowledge and skills. During the implementation of individual plans, the administrators' responsibility is to monitor and evaluate whether or not teacher educators are receiving the necessary information for teaching and technology integration and, more importantly, whether or not they are successfully integrating technology into their classroom practices. Additionally, the findings of this study may offer administrators the information they require to determine whether a teacher possesses the requisite experience in teaching and technology integration to be effective in their classroom instruction. • When it comes to teacher education programs, the core (TPACK) components should not be taught in isolation from one another. It is preferable to teach technology to provide a specific curriculum rather than teaching a single technology course isolated from the rest. Teaching pre-service educators the concepts of various teaching methods and approaches in isolation from the promising instructions and digital skills that can be used to teach those concepts is not necessary; rather, content can be learned through technology. Consequently, it is vital to integrate topic knowledge, technology capabilities, and pedagogical talents into a unified learning experience and model them together. Technology, pedagogy, and material must be used in a way that is blended, integrated, and connected in order to improve classroom instruction and learning. • According to the conclusions of this study, the development of TPACK should be geared toward establishing an integrated knowledge base of knowledge in teachers' frames of knowledge which can be incorporated teachers’ training modules and teachers’’ educational programs. Finally, as indicated by Koehler and Mishra (2009), teacher education programs should neither teach courses in isolation nor teach technology as an add-on course; rather, they should incorporate content, pedagogy, and technology-driven courses into their curricula. Teacher education programs should incorporate technology-assisted classroom instruction (TPACK) into their curricula for aspiring teachers and future teacher educators. Teaching with technology can improve both the classroom teaching of teacher educators and the classroom teaching of students in general. According to the conclusions of this study, efforts should be targeted toward the development of integrated knowledge among instructors to promote quality education.
