Abstract
Technological, Pedagogical, Content Knowledge (TPACK) is a conceptual framework that teachers can effectively incentivize as technology is ubiquitous. Technology infusion in a specific educational context is beneficial if pedagogy and content are effectively aligned it. Educators need to be competent in all three domains for optimum output. This study was limited to 10 peer reviewed journal articles published between 2015 and 2018. The purpose was to review the theoretical foundations and applicability of TPACK. The results revealed different understandings of TPACK. Educators' perception about Content knowledge, Pedagogy knowledge and Technology knowledge imply that the three domains are inseparable. For optimum development of TPACK in educators, educators should be engaged in designing technology supported lessons. This implies educators should adjust to the needs of industrial revolution 4.0 in the classroom.
Export citation and abstract BibTeX RIS
Content from this work may be used under the terms of the Creative Commons Attribution 3.0 licence. Any further distribution of this work must maintain attribution to the author(s) and the title of the work, journal citation and DOI.