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| Basic elements | Connotation |
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| TK (technology knowledge) | Mainly describe the ability of teachers to use various information technology knowledge and related resources |
| PK (pedagogical knowledge) | PK understands the goals, values, and objectives of education and can also be applied in more specific areas, including understanding how students learn, classroom management skills, lesson planning, and assessment |
| CK (content knowledge) | Primarily refers to teachers’ mastery of the subject matter they teach |
| TPK (technology pedagogical knowledge) | Primarily refers to how teachers integrate information technology or internet-specific teaching technologies and teaching practices, processes, and methods that enable information technology-enhanced education to be applied to curriculum development |
| PCK (subject pedagogical knowledge) | It mainly concerns how teacher education integrates pedagogy with the content of the subjects taught. The most important thing about English is to provide an environment for students to practice English. Teachers use appropriate teaching strategies and pedagogical knowledge to teach a subject |
| TCK (technology content knowledge) | It primarily describes the teacher’s understanding of how technology can help present content knowledge. This includes how different educational content complements different technology offerings |
| TPACK (technological pedagogical content knowledge) | TPACK is the end result of the intersection of multiple dimensions. A course is designed to consist of three basic components: Content knowledge, pedagogical knowledge, and technical knowledge, and their intersections are combined into a complete course |
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