Hui-Ying Lien
National Taiwan Normal University Graduate Institute of Library and Information Studies Student
E-mail：huiylien@gmail.com
Abstract
With the advancement of educational technology, the capacity of teachers to meaningfully incorporate digital tools into their instruction has become a crucial factor in enhancing teaching quality. As a fundamental element of professional competence, digital literacy is inherently linked to the ability to design effective instructional practices. The Technological Pedagogical Content Knowledge (TPACK) framework offers a conceptual model that blends subject matter expertise, pedagogical approaches, and technological resources, thereby facilitating the cultivation of teachers’ digital skills. This paper clarifies the concepts of digital literacy and TPACK, explores their interrelationship, and demonstrates how TPACK can serve as a critical framework for enhancing teachers’ digital literacy.
Keywords: TPACK Framework、Digital Literacy、Teacher Professional Development、Educational Technology