Technological Pedagogical and Content Knowledge of Pre-Service Elementary School Teachers in Karachi, Pakistan: A Quantitative Study

This study examined how aspiring educators describe technological pedagogical content knowledge, its components relate to one another, and far along the competency spectrum elementary school teachers are in their capacity integrate technology into classes. The 21st century has unified curricula, cutting-edge technologies, comprehensive comprehension. To achieve educational excellence student achievement a rapidly modernizing society, must learn new instructional methods technologies. "Technological knowledge" (TPACK) is framework of collective composite knowledge needed by technology-integrated classrooms. assessed pre-service teachers' integration behaviors. cross-sectional survey future educators' TPACK associated expertise. uses questionnaire-based purposeful sampling. Surveys technology, content, techniques, pedagogy. Each series questions established 5-point Likert scale, with 1 representing strongly disagreed 5 agreed. Smart PLS SPSS analyzed data. Future confident able use fulfil needs, according study. All three predictions were proven when all prospective surveyed understood TPACK. shows that they role each allegory or combining TK, PK, CK structures. Findings determined implications.