TPACK: Technology, Pedagogy, and Content Knowledge for Paraeducator in the Context of Sustainable Development Goal 4

Abstract

Amid COVID-19, instructive foundations over the world were covered, and understudies were limited to their homes. Understudies in an instructive setting believe collaborative learning (CL) boosts their learning execution. By looking at social media utilization among understudies inside the classroom, this ponder handles the vital idea of CL all through the COVID-19 plague. The constructivism theory is utilized amid this consider, taken after by the innovation acknowledgment model. Successful innovation integration for instructing subject material requires an intensive understanding of point, innovation, and instructional method, as well as their interrelationships. Against the setting of planning understudies for a digitalized future, supporting paraeducators by technological pedagogical content knowledge (TPACK) becomes vital in training with the incorporation of Sustainable Development Goals (SDG). Educators require direction in shaping effective community associations and recognizing guardians as crucial partners. With the developing requirement for communication between families and schools, now may be a great minute to set up rules for parent engagement. Future enlightening will relate to effectively joining forces to empower and believe guardians as partners instead of obstacles, permitting us to serve students as an entirety. This paper provides a closed summary review and understanding the association between social media utilization and understudy achievement is critical in achieving SDG’s 4 with collaborating TPACK framework to comprehending the work of social media.