Modern-day twenty-first-century education is now being constructed around the pillars of a framework that supports and dwells on Information and Communication Technology in the learning process. Nowadays, teachers are supposed to develop a pedagogical approach that integrates and blends with technology in learning. Often seen many digital learning tools are complex demanding special training, thus forcing teachers not to practice it in their pedagogical approach. 

TPACK is a framework that highlights the labyrinth involved with the adoption of a particular digital learning tool and its use between the three basic components of knowledge (technology, pedagogy, and content). This particular article takes a deeper dive into the TPACK framework and how essential it is to integrate technology into education with ease.

Hernawati & Jailani (2019) argue that the birth of the internet has changed the way we perceive learning. According to Schoenl & Fusarelli (2008), it is stated that the exercise of ICT as a medium for instructional tools and the pedagogical capabilities of teachers are the reasons to support the learning organization as well as teachers to face the problems that might arise whilst developing the students’ learning skills. 

This study aims at helping HEIs understand and validate the practice of their digital learning tools by teachers and learners. The aim of the research: evaluate the digital efficiency of teachers and learners with digital tools and identify the steps to be taken in order to make the learners and teachers digitally capable to practice the digital learning tools with ease. 

As described by Harris & Matt Koehler (2009), Technological Pedagogical Content Knowledge (TPACK) framework aims to identify the concept of digital learning needed by teachers for novelties in their pedagogical approach. TPACK simultaneously aims to answer the likeliness of confusion, as well as the complex stacked type of the teacher's information. 

Chai. et.al (2013) have reviewed 74 journal papers that investigated ICT integration with the TPACK framework. The understanding of the TPACKs must be learned by the teachers to efficiently enforce ICT in the classroom. TPACK is a framework for teachers, educators, and students that addresses the issue of incorporating technology into learning which has been exercised apart from content learning and pedagogical education.

Further discussions: As stated by Steinle & Lynda Ball (2013), every teacher has their own TPACK capabilities to harness when it comes to digital tools for learning, such as a mathematics teacher needs to have the skills of a well-connected CK and PCK, that a teacher can have the freedom to enter tweak or modify pre-lecture and post-lecture for interactive, monitored and effective learning. 

Case studies & arguments: study conducted in Tanzania by Patrick et.al (2016), Africa showed that more than 50% of teachers in terms of preparedness for classroom technology integration were not prepared with the content or the knowledge of the ICT for education at their research institution. With such a percentage index and the lack of technological knowledge in modern-day society, a teacher would make knowledge transferred to other learners completely obsolete. 

Final statements: There is still a fair share of critics for TPACK, but the framework is still relevant. Various communities implement different aspects of TPACK globally. Mary C. Herring (2016) indicates that TPACK’s official website has over 6,000 registered users who have common shared interests that together have compiled a detailed bibliography of TPACK-related literature involving over 600 articles

The study uses the SLR method (systematic literature review) for its analysis and expert interviews, and the conclusion is based on the literature arguments and analysis supported by expert evaluation. Literature review is a method that helps to compose, clarify and focus the subject of a study. Literature reviews are useful when the aim is to provide an overview of the body of current literature in a certain area or to examine the validity or accuracy of a theory or competing theories (Snyder, 2019). In addition, Tranfield, Denyer, & Smart (2003) claim that SLR is useful when establishing research questions and need answers regarding specific points or issues in the field. The SLR aims in the direction to give an overview of how the exercise of digital learning tools for education can be exploited to its optimum potential by incorporating the TPACK framework capability of the teachers and how it can influence on the students’ performance. Additionally, semi-structured expert interviews were conducted to validate the results of the SLR. Sampling: For this article, the data sampling is done as per the academic needs. The cited articles and journals that have been analyzed and studied are the ones that describe the benefits of the TPACK framework and talked about its limitations. Articles that discussed case studies were given higher priority, as they give an anchored validation to the systematic literature review. The emphasis was given to articles with keywords (TPACK) technological pedagogical content knowledge and more stress was given to cite literature from recent years and not older than 2010, however, in some cases where and when the model was created by Davis, the article does require citations and references from previous years. Two experts were selected for the interview according to a purposeful sampling procedure. The criteria for selection: doctoral/Ph.D. degree in education, practical teaching experience at various education levels for more than 15 years, highly developed digital skills, give courses to other teachers. Research Question: How can teachers’ learners & educational organizations use their digital learning tools to the best capabilities using the TPACK Framework to help? The expert interviews were analyzed by the medium of thematic analysis. Meaningful patterns from the semi-structured expert interviews were collected. The collected patterns helped in analyzing the pedagogical transitions and adaptations, teachers have to undergo with the changing digital, pedagogical and content trends in learning. Research period: June 2021 to January 2023.

Based on the SLR and the semi-structured expert interview results, it may be concluded that ICTs with the help of the TPACK framework can be used as validating tools, self-knowledge evaluation tools, and knowledge-enhancing tools to foster pivotal and creative philosophy, and genuine and creative issues resolving. Teachers will need regular training with changing ICT trends to master their skills to formulate lessons that are integrated with technology even with the TPACK framework. In order to exploit the ICT to its optimum teachers must incorporate the TPACK framework, which involves selecting the right content in accordance with the digital platforms, ascertaining the most suitable pedagogical approach and method, and judging the learners as per their individual learning patterns. Learning that allows student participation by teachers, creates learning/teaching possibilities that are in accordance with developing trends. It's only through a simultaneous change in the technological, human service, and management domain that the full potential of digital learning can be realized. TPACK framework is a blend of three fundamental forms of learning: There is, Technology (TK), Pedagogy (PK), and Content (CK). The TPACK approach goes way ahead in penetrating these three learning forms in the division. According to Chai. et.al. (2013), the exercise of a particular technology incorporated for the purpose of learning can put an impression of a new form or an approach in other words different pedagogical style. Technological Pedagogical Content Knowledge (TPACK) is the foundation of productive and efficient teaching practices with the support of technology, which usually needs the knowledge of portraying the concepts by using technology; Pedagogical styles, approaches, and patterns apply technology to highlight the content; the knowledge about things that are complicated or simple to learn or understand making it simpler for the learners to overcome problems with the help of technology and innovations.

Hernawati, & Jailani, &. (2019). Mathematics mobile learning with TPACK framework. Journal of Physics: Conference Series 5th ICMSE2018, 1-8. doi:10.1088/1742-6596/1321/2/022126 Schoenl, & Fusarelli, &. (2008, Jan 1). Innovation, NCLB, and the Fear Factor: The Challenge of Leading 21st-Century Schools in an Era of Accountability. SAGE Journals, 22(1). doi:10.1177/0895904807311291 Harris, J., & Matt Koehler, &. (2009). What Is Technological Pedagogical Content Knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70. Retrieved March 20, 2022, from https://www.researchgate.net/publication/241616400_What_Is_Technological_Pedagogical_Content_Knowledge Chai.et.al, C. S. (2013). A Review of Technological Pedagogical Content Knowledge. Journal of Educational Technology & Society, 16(1), 31-51. Retrieved March 28, 2022, from https://www.researchgate.net/publication/290044779_A_Review_of_Technological_Pedagogical_Content_Knowledge Steinle, V., & Lynda Ball, C. B. (2013). mathematics education: yesterday, today and tomorrow. proceedings of the 36th annual conference of the Mathematics Education Research Group of Australasia, 2, 816. doi:9780734048448 Patrick.et.al. (2016). Classroom ICT integration in Tanzania: Opportunities and challenges from the perspectives of TPACK and SAMR models. International Journal of Education and Development using Information and Communication Technology, 12(1), 107-128. doi:1814-0556 Mary C. Herring, M. J. (2016). Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York, USA: Routledge. doi:ISBN 9781315771328 Snyder, H. (2019, November). Literature review as a research methodology: An overview and guidelines. Journal of Business Research, 104, 333-339. doi:https://doi.org/10.1016/j.jbusres.2019.07.039 Tranfield, D., Denyer, D., & Smart , P. (2003, Sep 16). Towards a methodology for developing evidence-informed management knowledge by means of systematic review. British Journal of Management,, 14, 207-222. doi:10.1111/1467-8551.00375