This invited review critically examines the Technological Pedagogical Content Knowledge (TPACK) framework and argues for the integration of Affective Knowledge (AK) as a foundational component in technologically mediated pedagogy. Drawing on recent scholarship in emotional and teacher education, the article identifies a persistent gap in how TPACK conceptualizes the affective experiences of educators, particularly in the context of emerging technologies and digital learning. Building on McLay and Reyes Jr.'s (2024) Technological Affective Pedagogical Content Knowledge (TAPACK) model, we propose a new visual representation that retains Contextual Knowledge while embedding AK across all TPACK domains. This reimagined model acknowledges that emotions, values, and moods are not peripheral but central to how teachers engage with technology, make pedagogical decisions, and navigate professional identity. We conclude with implications for teacher education, calling for emotionally informed professional development and a shift toward more humanizing approaches to technology integration.