Effective ICT integration requires teachers to gain proficiency in TPACK (knowledge of technology, content, pedagogy, and the intersection of these) (Mishra & Koehler, 2006; Archambault, & Crippen, 2009). TPACK is perceived as a dynamic framework representing the knowledge that teachers must confide on to design and implement curriculum and instruction while guiding their students’ thinking and learning with digital technologies in various subjects. TPACK competencies are very fruitful in making teaching learning process an ecstatic experience as it would make notable changes in the interaction pattern of educators. Even though TPACK is a boon in teaching and learning, it is a fact that the fruits of these skills are not appropriately utilized by the stakeholders. This study was aimed to evaluate the Technological Pedagogical and Content Knowledge (TPACK) competencies among teacher-educators in teaching training colleges in the state of Punjab, (India). A five-point Likert scale constructed and validated by the researchers was used in the present study. Instrumental survey method was practiced as a tool for the present research. 200 teacher-educators working in different teaching-training colleges in the state of Punjab, (India) were selected through random sampling method. The collected data was analyzed by using SPSS 22.0 software. The findings of the study show that the technological pedagogical and content knowledge (TPACK) competencies have found high in the teacher-educators of Punjab region. The study revealed that there are statistically significant differences in the (TPACK) competencies of teacher-educators with respect to gender, locality of college, stream and type of colleges.
Sexual Ecstasy Scale: Conceptualizations and measurement