online assignment

1. Online Assignme nt
re le ve nc e o f te c hno -pe dagogic analysis in c omme rc e e duc ation
submitte d by
suji sure sh
b.e d c omme rc e
Bnvc te
INTRODUCTION

2. 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.
Technological - Pedagogical Knowledge
An important aspect of TPK is the creative flexibility with available tools necessary in
planning to use them for specific pedagogical purposes.
Technological Pedagogical Content Knowledge is a collaboratively developed frame
work of scholars and researchers seeking to conceptualize and clarify the competencies t
hat evolve from the intersection between technology and pedagogy .

3. Pedagogical Analysis and Ef fective Teaching
In its simple meaning the term pedagogical analysis (a composition of two words
pedagogy and analysis) stands for a type of analysis based on pedagogy. For its further
understanding let us now try to be acquainted with the term analysis and pedagogy Analysis as
a term stands for a process of breaking or separating a thing into its smaller parts, elements or
constituents. We break a teaching unit into its constituents –subunit, topics or single concepts
etc. through the process of unit analysis. In addition, we can break the contents of the
prescribed course in a subject into its various constituents – major and minor sections, sub-sections,
units and sub-units, major concept and minor concepts, topics etc by carrying out a
process of content analysis.
Technology, Pedagogy, and Content Knowledge
Technology, pedagogy, and content knowledge is an
emergent form of knowledge that goes beyond all three “core” components (content, pedagogy,
and technology). Technological pedagogical content knowledge is anunderstanding that emerges
from interactions among content, pedagogy, and technologyknowledge. Underlying truly
meaningful and deeply skilled teaching with technology,TPACK is different from knowledge of
all three concepts individually. Instead, TPACK is the basis of effective teaching with technology,

4. requiring an understanding of therepresentation of concepts using technologies; pedagogical
techniques that usetechnologies in constructive ways to teach content; knowledge of what makes
conceptsdifficult or easy to learn and how technology can help redress some of the problems
thatstudents face; knowledge of students’ prior knowledge and theories of epistemology;
andknowledge of how technologies can be used to build on existing knowledge to develop new
epistemologies or strengthen old ones.
By simultaneously integrating knowledge of technology,
pedagogy and content, expert teachers bring TPACK into play any time they teach. Each
situation presented to teachers is a unique combination of these three factors, and accordingly,
there is no single technological solution that applies for every teacher, every course, or every
view of teaching. Rather, solutions lie in the ability of a teacher to flexibly navigate the spaces
defined by the three elements of content, pedagogy, and technology and the complex
interactions among these elements in specific contexts. Ignoring the complexity inherent in each
knowledge component or the complexities of the relationships among the components can lead
to oversimplified solutions or failure. Thus, teachers need to develop fluency and cognitive
flexibility not just in each of the key domains, but also in the manner in which these domains
and contextual parameters interrelate, so that they can construct effective solutions. This is the
kind of deep, flexible, pragmatic, and nuanced understanding of teaching with technology we
involved in considering TPACK as a professional knowledge construct.

5. Integrating New Technology To Commerce Education
By focusing on basic ICT skills, training fails to prepare teachers to integrate ICT
in their pedagogy on the other hand, found that computer novices preferred to be
taught basic skills before addressing pedagogical integration of technology. This
illustrates the need for differentiated training, taking into account teachers’ varying levels
of computer experience and learning styles. A lack of encouragement to use ICT during
teaching practice is another barrier. External and internal barriers problems such as lack
of equipment, unreliability, lack of technical support and other resources, organizational
culture and teacher-level factors such as beliefs about teaching and technology, and
openness to change are some of the factors that affect technological integration.
MERITS
Acquiring techno-pedagogical proficiencies will make teaching and
learning a pleasurable exercise as it would lessen the pressure on the teachers and enable the
students to delve deeper into domain of knowledge. Such a transformation would not only
increase the capability of the teachers but would also widen the knowledge base of students so
as make them competitive in the international arena.

6. Merits of techno-pedagogy are:
o Higher order thinking
o Divergent thinking
o Scientific temperament
o Learning by doing
o Real & concrete experience
o Learner centered teaching & learning
o Concept of Multiple Intelligence
o Both IQ & EQ develops
o Equal opportunity to all
o Considering individual difference
o Co- operative & Collaborative learning
o Play-way method- Stress on games
DEMERIT
o Mindless dependence on gadgets would make teaching a dull and monotonous affair.
o Social and contextual factors also complicate the relationships between teaching and technology.
o Social and institutional contexts are often unsupportive of teachers’ efforts to integrate
technology use into their work.
CONCLUSION

7. Techno-pedagogic analysis is very much important in a learner centered
education system. Now-a- days it is an integral part of curriculum in all teacher education programmes.
Techno-pedagogic analysis is a very complex process which is to be done with skill and utmost care.
Through the techno-pedagogy we can make the learning experiences vivid and thorough. Techno-pedagogic
analysis will be more useful to arts discipline like commerce, as it can dramatically improve
the learning performance of students as well as the teaching productivity and effectiveness of teachers.