# A New TPACK Training Model for Tackling the Ongoing Challenges of COVID-19
### Training of Online Classroom  
#### 1.2.1 The Training of Technological Pedagogical Content Knowledge (TPACK)  
The TPACK approach \"represents an emerging form of transformative knowledge through an integrative process generated from the existing instructional forms into new forms that potentially maximize the effectiveness of integrating technology into teaching\" (p. 567, [35]). The TPACK model poses that knowledge (K) about content (C), pedagogy (P), and technology (T) is central for developing practical teaching skills. Additionally, this model emphasizes the complex interplay among these three bodies of knowledge: pedagogical content knowledge (PCK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and all three taken together as technological pedagogical content knowledge (TPCK) [36]. TPACK is a teacher knowledge framework for technology integration and promotes effective teaching in classroom contexts [37]. TPACK model is a pedagogical construct that provides a theoretical basis and practical issues to design learning processes based on prior teachers' and students' experiences (perceptions, attitudes, beliefs) using technologies [38]. Moreover, the TPACK framework offers a set of categories to design measurements and assessment instruments to implement approaches for developing technologies incorporation processes [29]. As a means to contemporize Teacher Professional Development, TPACK has been defined as a framework linked to collaborative situations and underlines learning collaborative scenarios based on cross-disciplinary expertise [39]. In addition, TPACK contributes to designing learning processes according to students' needs and paces [40]. Furthermore, in pre-service teacher-student training TPACK framework provides methodologies and tools such as questionnaires, rubrics, and expert judgments, to identify teacher digital competencies [41]. Besides, TPACK guidelines measure the impacts of teaching experiences and gender-based perceptions over technology incorporation practices [35]. TPACK model underlines the alignment among ICT instruments, content goals, and selected pedagogy, thus, also emphasizing that ICT integration practice determines teachers' knowledge on technology integration, going beyond the uses of social networks [42]. Likewise, the TPACK approach proposes transforming pre-service teacher students from passive learners and consumers of technology to active learners and designers of technological resources [43], improving their engagement with technology incorporation into classroom contexts. The TPACK framework focuses on information technology integration into learning situations, highlighting this requirement for teachers' academic development and implementing the public policy of education [44]. Therefore, we underline the TPACK importance to identify the \"competencies that teachers need to develop to be able to teach with technology adequately\" (p. 203, [33]). These competencies are related to identifying different factors such as topics and contents that should be taught through Information and Communication Technologies, appropriate pedagogical representations to connect technologies, learners' demands, teaching strategies, selected tools, and learner-centered strategies. TPACK approach also considers form of assessments: expert, peer, self and teacher's competencies. In brief, TPACK is a construct to value the challenges solved by implementing online classrooms [29]. This construct is oriented to integrate technology, pedagogy, and content into a transactional perspective. The model components are \"constructivist and project-based approaches such as learning-by-doing, problem-based learning, collaborative learning frameworks, and design-based learning\" [28]. We must be conscious of that, in this trend, science teachers and pre-service science teachers are obligated to expand their pedagogical knowledge base rather than pursue fancy technology innovation(s).