About a decade ago, several researchers used Shulman's (1986) framework about Pedagogical Content Knowledge (PCK) - a body of knowledge that constitutes a special amalgam of content, pedagogy, learners, and context - as a theoretical basis for developing TPCK or TPACK: a framework for guiding teachers' cognition about technology integration in teaching and learning (Angeli, Valanides, & Christodoulou, 2016). Different models of TPCK/TPACK are proposed in the literature, each with a different focus (on practice, instructional design, context, etc.) and with a different theoretical interpretation about the nature and development of the knowledge that teachers need to have to be able to teach with technology (e.g., Angeli & Valanides, 2005, 2009, 2013; Koehler & Mishra, 2008; Niess, 2005).In this direction, research is being carried out to identify TPCK design procedures for initial teacher education. In teaching, when transferring TPCK to design and methodological practices, there is a need to consider a number of factors, especially: the different modes of adopting technologies; the integration of tool affordances, content and pedagogy; the implementation of learning environments; the operationalization of knowledge; and detailed analysis of teaching models and approache
