# A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19
## 2 Decode Model and CloudClassRoom (CCR)  
### Training Model: Decode Model  
The training model is called the DECODE model. Implementing the DECODE model can provide science teachers with a meaningful context in innovative technology. This model was framed from the MAGDAIRE model, which focuses on collaboratively designing, developing, and implementing technology-infused instructional modules [47]. Although MAGDAIRE was useful for training teachers' TPACK, it is not suitable for the class because MAGDAIRE needs to be fully supported with a mentoring team composed of educational researchers, senior teachers, and educational technology developers. In comparison with the MAGDAIRE model [44] and Project-Based Learning (PBL) methodology [53], DECODE offers an integrating approach of factors favoring technology incorporation processes in learning practices. MAGDAIRE is a model linked to Content Knowledge (CK) through lesson planning and course design approach, and PBL aims to articulate I.C.T. integration, attitudes, and students' confidence in remote learning. DECODE aims to be used in the class to engage pre-service science teachers' TPACK in a collaborative training environment. DECODE can be considered \"DEmo-CO-DESign/teach.\"The \"DE\" refers to teacher's demonstrations, the \"CO\" refers to the collaboration of students, and the \"DE\" refers to the design of the course. Cooperation values are integrated into ICT and TPCK to promote collaborative and active learning, access to information, shared resources, and creative communication [42]. Meanwhile, the DECODE model is based on a device operating into classroom learning, oriented towards pedagogical and technological interaction. DECODE framework can integrate knowledge, technology, and curriculum; therefore, attitudes, motivation, technology incorporation, and other factors could be developed in pre-service student teaching. The process moves pre-service science teachers from passive users of the innovative technologies into active designers, content providers, and practitioners of technology-infused science teaching. This process involves four steps: Teacher's Demonstrations, Students Co-train the use of ICT, Students Co-Design an ICT-integrated instructional module, Students Co-teach the module and receive feedback (see Table 1). 1. The first stage is \"Teacher Demonstration,\" a technique with instructional characteristics such as \"passive guidance or support, preparatory activities or tasks, concurrent activities, retrospective activities, and prospective activities\" (p. 220, [54]). In the same way, a demonstration is a dynamic model to exemplify task performance linked with knowledge, skills, abilities, and learning contents. This technique is also related to the situated cognitive and collaborative learning approach; it is connected to collaborative problem solving, displaying multiple roles, confronting ineffective strategies and misconceptions, and providing collaborative work skills [55]. 2. The second stage is \"Students Training\", guided by the TPACK model aims to open a set of opportunities to experiment with ICT-specific knowledge areas and increase the integration degree between technology and teaching practices. Thus, technology should be \"understood as a methodical and holistic process inserted in the initial teacher training, starting from a collaborative learning, active participation, and through the design of materials as a final product that leads to significant learning processes\" [56]. Teacher Training is also linked to improving learning practices such as planning, action and performance, evaluation, and improving metacognitive question prompts (comprehension, strategic, and reflection questions) [57]. 3. The third stage is \"Students Design Course,\" a strategy based on collaborative design teams or peer design \"for stimulating and supporting teacher learning.