Practice of Teaching in Pakistan: A technological perspective of Teaching and ‎Learning

Abstract

This article looks at technology-enhanced pedagogy in Pakistani classrooms and teacher learning environments. We define and talk about technology-rich environments, which are made up of a complex web of resources, including teachers, contexts, tools, and curricula. We will highlight the continued use of technocentric teaching methods in classrooms and draw attention to their ineffectiveness. The framework of technological pedagogical content knowledge is then used to conceptualize technological pedagogy, providing a helpful means of placing technology and teacher knowledge in context. Lastly, we extend our scope to look at technological contexts in various scenarios as well as the influence of sociocultural elements on technology use and the application of technological pedagogy.‎ We find new features that either help or impede teachers' adoption of high-quality instruction and their ability to acquire technological pedagogy through investigating a variety of teaching scenarios. We look at the obstacles that educators and educational institutions may run across when advancing their use of technology in the classroom. We discuss the functions of professional development (PD) and pre-service teacher education programs in advancing teacher technological pedagogy and better classroom practices. We examine the affordances offered by current pre-service and in-service programs and offer suggestions for useful strategies for enhancing teacher technology pedagogy.‎