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Technological Pedagogical Content Knowledge (TPACK) framework has been to investigate the technological and instructive knowledge of teachers. Many researchers have found this framework a useful tool to explore teachers’ awareness regarding TPACK and how do they are relating it in learning and teaching process in different educational settings. During its first generation time period which was from year 2006 to year 2016, TPACK constructs took a decade to get explained and interpreted by researchers. Now, it has entered in its second generation but still contextual aspect yet not being explored in detail. This study addresses two areas; firstly, to measure the TPACK of faculty members of ICT and Education departments of University of Sindh; and secondly, to unfold the impact of four circumstantial/contextual factors (Technological, Culture of Institute, Interpersonal, and Intrapersonal) on the selected faculty members in using TPACK into their own subject domains. The results showed that both faculties are already taking in technology along with their teaching practices instead of limited technological resources. Besides this, they were found collaborative in teaching and open to the technology. This study reports the TPACK framework adaptation among higher education faculty members at University of Sindh. It also helped in understanding the intrapersonal beliefs of faculty members regarding technology integration with pedagogical and content knowledge.

TPACK Adaptation among Faculty Members of Education and ICT Departments in University of Sindh, Pakistan