based on TPCK

Modern technology increasingly creates new challenges in various professional development and practice. However, in teaching, the mere adoption of new or innovative technology is not enough to meet the students ’ learning needs and opportunities. Technology alone could not sufficiently bring about the desired changes in students ’ competencies and behavior. It is the teachers’ competencies to integrate ICT in their instructional tasks that can facilitate these desired changes to the maximum level. Therefore, there is an increasing demand for the inclusion of pedagogy and substantial content knowledge based use of ICT in teachers ’ professional development. In this paper, the author presents a model for integrating ICT in the professional development of teachers in Bangladesh based on the Technology Pedagogy Content Knowledge (TPCK) framework, to address the issue on effective use of ICT in teaching based on two perspectives. Firstly, how the teachers can undertake three different phases of improving their use of technology to facilitate effective instruction. This will be focused on understanding the challenges in the use of ICT in three phases of teachers ’ professional development in Bangladesh, particularly the pedagogical and contextual (specific subject content) issues concerning prerequisite conditions that ensure the effective use of ICT. Secondly, the paper highlights on conclusive suggestions to implement the proposed model demonstrating the potential benefits to the teachers, trainers, policymakers and other educators who are directly or indirectly accountable for teachers ’ professional development. Finally it concludes with emerging research issues and pertinent guidelines in the context of Bangladesh