The Application of TPACK Model in Teachers’ Teaching Practices: A Study on Integration and Effectiveness

The integration of technology into teaching practices is critical for fostering 21st-century skills such as critical thinking, creativity, and digital literacy. This study investigates the application of the Technological Pedagogical Content Knowledge (TPACK) framework among Tamil-medium school teachers in the Jaffna Educational Division, Sri Lanka. The research focuses on three objectives: assessing teachers’ self-reported knowledge and practices in technology integration, identifying challenges and barriers to its implementation, and examining the influence of TPACK components on classroom effectiveness. Data were collected from 142 teachers using structured questionnaires and classroom observations, analyzed through descriptive and inferential statistics. Findings revealed that while teachers displayed strong Pedagogical Knowledge (PK, mean = 4.2) and Content Knowledge (CK, mean = 4.1), their Technological Knowledge (TK, mean = 3.8) and integration skills (TPK = 3.9, TCK = 3.7) were moderate. Correlation analysis demonstrated significant positive relationships between TPACK components and teaching effectiveness, with Pedagogical Content Knowledge (PCK, r = 0.75) and Technological Pedagogical Knowledge (TPK, r = 0.73) showing the strongest correlations. Challenges identified included insufficient resources (58%), lack of training (42%), and limited preparation time (37%). Additional barriers unique to Tamil-medium schools included language constraints and cultural resistance to change. Classroom observations confirmed that teachers with higher TPACK competencies effectively engaged students through technology-enhanced practices, demonstrating improved lesson structure and student interaction. The study concludes that while teachers possess strong foundational teaching competencies, targeted professional development programs and localized digital resources are essential to enhance technology integration. Addressing infrastructural deficits and providing institutional support are crucial for overcoming barriers and ensuring equitable access to technology-enhanced education. These findings provide actionable insights for fostering effective technology integration in Tamil-medium schools, contributing to improved student outcomes in resource-constrained contexts.