Studies worldwide indicate that while the question of whether or not to introduce the use of Information and Communications Technologies (ICT) in the educational process has received a positive response, a new and equally important question arises: How to prepare teachers in the best possible way, so that they can reconstruct, with the use of ICT, the educational process? In this context, several researchers, based on the theoretical framework of Pedagogical Content Knowledge (PCK) have created a new theoretical framework: the Technological Pedagogical Content Knowledge (TPCK). Given the conceptual constructs of the above-mentioned framework, this chapter aims to propose a new, enriched one: the Technological Didactical Content Knowledge (TDCK), which emerges from the need to take into account the teaching particularities of each subject area (mathematics, language, science, etc.). The purpose of the study is not to examine pedagogical principles, but to focus on individual teaching problems that arise within each subject area. The authors first describe the three main conceptual areas of the proposed model—Technology, Content, and Didactics, and their interrelations, and they then present a case study of students of an Early Childhood Education Department integrating the TDCK in the development of their educational scenarios.