Relevance in Techno Pedagogic Analysis in Commerce Education

1. AN ONLINE ASSIGNMENT ON
Submitted by
FEBA.M.R
Reg.No: 13 357 002
B.Ed. Commerce
BNVCTE, THIRUVALLAM

2. I NTRODUCTION
An effective teaching depends on flexible access to rich, well-organized
and integrated knowledge from different domains including
knowledge of student thinking and learning, knowledge of subject matter,
and increasingly, knowledge of technology. With the enhanced scope of
higher secondary education especially in commerce, techno pedagogic
analysis has special significance. Pedagogy implies the science of teaching.
Pedagogic analysis means the logical and systematic breakup of the
curriculum from the point of view of a pedagogue (teacher) for the purpose
of effectively transacting it. Use technology to support pedagogic analysis
is known as techno pedagogic analysis. Technology helps in pedagogic analysis
is easier and to make a thorough analysis of the curriculum in its totality.
Techno pedagogic analysis is a broad concept that includes the
determination of objectives, inputs, strategies, methods of teaching,
learning experiences, evaluation, etc. Technological choices are compatible
with the commerce education and pedagogical analysis. It should contribute

3. to create enriched environments providing students with significant
experiences as well as transferable and durable learning. Techno Pedagogic
Analysis helps the commerce teacher to develop new skills through the
integration of ICT in practice. Technology makes the pedagogic analysis
more explicit, understandable and consequently, more efficient.
Techno pedagogic analysis includes the comprehensive and scientific content
analysis, determination of objectives, listing the pre requisites, developing a
pre diagnostic test, preparing the list of inputs, processing the inputs,
suggestions for gathering immediate feedback and remediation,
determination of assignments and activities, developing the post diagnostic
test, development of unit plan, year plan and lesson plan. The integration of
information technology in teaching is a central matter in ensuring quality in
the educational system. There are two equally important reasons for
integrating information technology in teaching. Pupils must become familiar
with the use of information technology, since all jobs in the society of the
future will be dependent on it, and information technology must be used in
teaching in order to improve its quality and make it more effective.

4. The advantage of using information technology is that time-consuming work
routines can increasingly be performed by means of this technology and time
can thus be devoted instead to communicating and informing, to the
processing of information and the production of knowledge."Instructional
Technology is a complex, integrated process involving people, procedures,
ideas, devices, and organization for analyzing problems, and devising,
implementing evaluating, and managing solutions to these problems, in
situations in which learning is purposive and controlled. Instructional
Technology is also used to provide alternative forms of assessment for
disabled students, including digital portfolios that electronically capture the
accomplishment of students who are not able to complete traditional
assessments.
Pedagogical knowledge is teachers’ deep knowledge about the processes and
practices or methods of teaching and learning. They encompass, among other
things, overall educational purposes, values, and aims. Pedagogic content
knowledge covers the core business of teaching learning process, curriculum,
assessment and reporting, such as the conditions that promote learning and
the links among curriculum, assessment, and pedagogy.

5. Techno Pedagogic Knowledge is an understanding of how teaching and
learning can change when particular technologies are used in particular ways.
This includes knowing the pedagogical affordances and constraints of a
range of technological tools as they relate to disciplinarily and
developmentally appropriate pedagogical designs and strategies. To build
Techno Pedagogic Knowledge, a deeper understanding of the constraints and
affordances of technologies and the disciplinary contexts within which they
function is needed.
Technological pedagogical content knowledge is an understanding that
emerges from interactions among content, pedagogy, and technology
knowledge. Underlying truly meaningful and deeply skilled teaching with
technology,
Techno pedagogical content knowledge is different from knowledge of all
three concepts individually. Techno pedagogical content knowledge is the
basis of effective teaching with technology, requiring an understanding of
the representation of concepts using technologies; pedagogical techniques
that use technologies in constructive ways to teach content; knowledge of

6. what makes concepts difficult or easy to learn and how technology can help
redress some of the problems that students face; knowledge of students’
prior knowledge and theories of epistemology; and knowledge of how
technologies can be used to build on existing knowledge to develop new
epistemologies or strengthen old ones.
It requires the teacher to possess good pedagogical and didactical
knowledge and be able to apply this in such a way as to promote learning
processes. Techno pedagogic analysis give the teachers sufficient
knowledge to be able to assess, choose, plan and carry out measures for
competence development using information and communications technology.
Integration of technology to the pedagogical content is called Techno
Pedagogy. The development of Techno Pedagogic Content Knowledge helps
the commerce teacher to think critically and teach effectively with
technology.
THE RELEVANCE OF TECHNO PEDAGOGIC ANALYSIS IN COMMERCE EDUCATION CAN BE SUMMARIZED AS BELOW:

7. It helps the commerce teacher to set educational goals in accordance with the
needs and abilities of the learner with the help of technology
It provides the teacher the deeper insight in to the curricular materials and
enables them to plan curriculum transaction for realizing maximum out put.
It helps the commerce teacher in pooling the resources required for effective
instruction
It enables the teacher to search for effective tools and techniques for
continuous evaluation and to use the result of this evaluation for monitoring
the instructional process.
It analyze the curricular content in to meaningful components that constitute
the curriculum in its totality
It helps to identify appropriate content to be transacted as well as to
anticipate comprehensive instructional objectives appropriate to each
component of the content and the developmental level of the learners
without difficulty.
It helps identifies the pre requisites essentially needed for assimilating the
curricular materials and experiences easily
It helps to enumerates comprehensively the inputs that might be required for
effective curriculum transaction and to adopt strategies for pooling the inputs

8. It designs stage appropriate, content appropriate and objective based learning
experiences by which the input could be processed and objective realized.
It performs continuous and comprehensive evaluation straightforwardly with
proficiently.
CONCLUSION
The technology will never render the teacher superfluous, but it can change the teacher’s role.
By using ICT the teacher can arrange things so that the student, can, through active
searching, find and go through relevant subject matter before coming to their classes or
tutoring. Teaching successfully with technology requires continually creating, maintaining,
and re-establishing a dynamic equilibrium among all components. Techno pedagogic analysis
is very complex process which is to be done with skill and utmost care. As far as objective based
instruction in Commerce Education is concerned, the techno pedagogic analysis give more
emphasize on realization of objectives.

9. REFERENCES:
 What Is Technological Pedagogical ContentKnowledge?
Matthew J. Koehler and Punya Mishra, Michigan State
University
 Facilitating a techno-pedagogical change in higher education:
Josianne Basque, Ph. D.
 Commerce Education Methodology of teaching and Pedagogic
analysis
E.K.Lal, Dr.K. Sivarajan, Principal, University Teacher
Education centre, Calicut
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