Figure 1. The TPACK model (Reused with permission of the author, © 2012 by tpack.org)
The figure especially illustrates the overlap between the different fields. So, it is not sufficient that teachers have distinct knowledge of only ICT, didactics or subject matter, but above all it is the relationship between these fields.
ICT is never the steering factor but it is rather a solution for didactical challenges the teacher faces. The current training will start with the TPACK principle, in the sense that it focuses strongly on the link between technological and educational opportunities. The cases also make a link with the substantive expertise of teachers.
