The purpose of this study is to explore the issues and challenges in integrating
technological pedagogical content knowledge (TPACK) for computer programming
courses. This study employed the triangulation method of the case studies and
Grounded Theory (GT). Twenty-five computer programming educators were
interviewed via online such as e-mail, media social’s chatting and messaging
application like WhatsApp and Telegram. The main issue discovered in this study is the
misconception in using technology for teaching and learning computer programming.
Besides that, there were two major challenges found in this study. The challenges are
the instructors were not able to explore the rapid development of technology and this
may cause the lack of technological pedagogical knowledge among them. They also
showed the lack of knowledge about pedagogy and assessment for teaching and
learning computer programming that relevant to the programming content. The
research that has been done showed that TPACK model is very suitable to guide
exploration about how educators make use of technology appropriate to the pedagogy
and content. However, the exploration that has been done has limitation on how
educators integrate student’s assessment on affective and instructional design
implementation with TPACK. Therefore, this paper suggesting for the future study, in
order that more exploration should be doing about how assessment on student’s
affective and instructional design would be integrate with technology, pedagogy and
content knowledge via TPACK model.