• Barakatali Halakeri

The present era can be considered as a scientific and technological era, Since the emergence of computers in schools during the 1980’s, there have been considerable developments by education systems and schools to develop policies and expectations for the use of information and communication technologies (ICT) to enhance learning and teaching. These have not always translated into practice, which has resulted in a focus on the need for improvements in pre-service teacher education programs and professional development of practicing teachers. This paper starts from the premise that most teacher education have been constrained by using Pedagogical Content Knowledge (PCK) developed by Shulman prior to the dynamic technological changes enabled by the Internet. The authors present the case for the importance of Technological Pedagogical Content Knowledge (TPACK). Subsequently, the paper provides guidance for inculcating the TPACK capabilities of teacher education students as well as in learners and provides a summary of some of the implications of a study

TPACK Model, Teaching Learning Process, Traditional Method, TPACK Frame Work, Implications

"Technological Pedagogical and Content Knowledge (TPACK) Model Based Teaching and Learning – A Theoretical Frame Work", International Journal of Emerging Technologies and Innovative Research (www.jetir.org), ISSN:2349-5162, Vol.6, Issue 3, page no.423-431, March-2019, Available :http://www.jetir.org/papers/JETIR1903D69.pdf

"Technological Pedagogical and Content Knowledge (TPACK) Model Based Teaching and Learning – A Theoretical Frame Work", International Journal of Emerging Technologies and Innovative Research (www.jetir.org | UGC and issn Approved), ISSN:2349-5162, Vol.6, Issue 3, page no. pp423-431, March-2019, Available at : http://www.jetir.org/papers/JETIR1903D69.pdf