This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
This document discusses technological pedagogical content knowledge (TPACK), a framework for teacher knowledge for effective technology integration. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The framework describes the interaction between teachers' content knowledge, pedagogical knowledge, and technology knowledge. Effective teaching with technology requires understanding these three core components as well as the relationships between them.
Techno-pedagogy refers to courses that integrate sound teaching principles with technology use. It develops competencies allowing educators to make professional practice central to learning communities. Techno-pedagogical knowledge is a collaboratively developed framework seeking to clarify the competencies at the intersection of pedagogy and technology. Investments in interactive technologies require both technological and pedagogical skills. Content knowledge refers to the body of information taught in a subject area, including facts, concepts, and principles rather than related skills. Pedagogical knowledge encompasses educational purposes and understanding how students learn, including techniques for evaluation. Technology knowledge includes the skills to operate technologies like computers and software tools.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
Technological Pedagogical Analysis of Content Knowledgeacalextitus25
This document discusses the concept of Technological Pedagogical Content Knowledge (TPACK). TPACK refers to the knowledge teachers need to effectively integrate technology into their teaching. It involves understanding the interplay between content knowledge, pedagogical knowledge, and technological knowledge. The document outlines the six key components of TPACK - content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, and technological pedagogical knowledge. It concludes that the TPACK framework can help improve teacher education and professional development by focusing on the connections between technology, content, and pedagogy.
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
Technological,pedagogical analysis of content knowledge(tpack) 2meeraindushemi
This document introduces the TPACK framework for teacher knowledge when teaching with technology. It defines the following types of knowledge: Content Knowledge (CK), Pedagogical Knowledge (PK), Technological Knowledge (TK), Pedagogical Content Knowledge (PCK), and Technological Pedagogical Content Knowledge (TPACK). The framework shows that effective technology integration requires an understanding of how these different knowledge bases interact and relate to one another. TPACK is the basis for teachers to design effective learning experiences that combine technology, pedagogy, and content knowledge.
This document discusses technological pedagogical content knowledge (TPACK), a framework for teacher knowledge for effective technology integration. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The framework describes the interaction between teachers' content knowledge, pedagogical knowledge, and technology knowledge. Effective teaching with technology requires understanding these three core components as well as the relationships between them.
Techno-pedagogy refers to courses that integrate sound teaching principles with technology use. It develops competencies allowing educators to make professional practice central to learning communities. Techno-pedagogical knowledge is a collaboratively developed framework seeking to clarify the competencies at the intersection of pedagogy and technology. Investments in interactive technologies require both technological and pedagogical skills. Content knowledge refers to the body of information taught in a subject area, including facts, concepts, and principles rather than related skills. Pedagogical knowledge encompasses educational purposes and understanding how students learn, including techniques for evaluation. Technology knowledge includes the skills to operate technologies like computers and software tools.
The document introduces the Technological Pedagogical Content Knowledge (TPACK) framework, which describes the types of knowledge needed by teachers for effective technology-enhanced teaching. The TPACK framework involves the intersection of teachers' technology knowledge, pedagogical knowledge, and content knowledge. It consists of seven knowledge areas including technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework is used to define what teachers need to know to effectively integrate technology and is becoming popular for developing technology-focused professional development programs.
Technological Pedagogical Analysis of Content Knowledgeacalextitus25
This document discusses the concept of Technological Pedagogical Content Knowledge (TPACK). TPACK refers to the knowledge teachers need to effectively integrate technology into their teaching. It involves understanding the interplay between content knowledge, pedagogical knowledge, and technological knowledge. The document outlines the six key components of TPACK - content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, and technological pedagogical knowledge. It concludes that the TPACK framework can help improve teacher education and professional development by focusing on the connections between technology, content, and pedagogy.
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
The document discusses the TPACK (Technological Pedagogical Content Knowledge) framework, which describes the types of knowledge teachers need to effectively teach with technology. It introduces TPACK as an extension of Shulman's PCK (Pedagogical Content Knowledge) framework to include technology knowledge. The document then provides an overview of the TPACK framework and its components - technological knowledge, content knowledge, pedagogical knowledge, technological content knowledge, technological pedagogical knowledge, and pedagogical content knowledge. It discusses the interactions between these knowledge domains and challenges to implementing TPACK in teaching.
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
Technology pedagogical content knowledge (tpack) and technology integration p...Chano Alfornon
This document discusses the framework of technological pedagogical content knowledge (TPACK) and the technology integration planning (TIP) model. TPACK describes the overlap between teachers' knowledge of technology, pedagogy and content. The TIP model is a three-phase process to guide teachers in effectively integrating technology into education. It involves analyzing needs, planning integration strategies, and analyzing results to improve future lessons. The document also outlines the components of TPACK and four stages of technology integration in teaching, from beginning to transformative use.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.
The document describes a professional development program for 20 middle school mathematics teachers. The program aimed to (1) help teachers develop technological pedagogical content knowledge (TPCK), (2) increase teachers' understanding of algebraic concepts, and (3) improve teachers' problem-solving skills with an emphasis on modeling concepts using technology. Teachers received 120 hours of professional development over an academic year focusing on conceptual knowledge, pedagogical techniques, and developing technology-based lessons. The program sought to prepare teachers to effectively teach algebra using technology.
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
The document discusses the framework of technological pedagogical content knowledge (TPACK). TPACK is a framework for understanding the knowledge teachers need to effectively integrate technology into their teaching. It identifies three main components - technological knowledge, pedagogical knowledge, and content knowledge - and describes their intersections as technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. TPACK is the basis for effective teaching that uses technology and requires an understanding of how to represent concepts using technology and appropriate pedagogical techniques.
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
Mishra and Koehler's Technological Pedagogical Content Knowledge: A Framework...victoria up
This document proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge needed by teachers to integrate technology effectively in their teaching. It builds on Shulman's concept of pedagogical content knowledge by adding an additional component of technological knowledge. The framework considers not just individual components of content, pedagogy and technology knowledge, but also the interactions between these components. It provides a model for teacher knowledge that is needed for high-quality technology integration rather than just training teachers in specific technologies. Examples are given of how a learning technology by design approach can help develop this knowledge in teacher training programs.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
This document presents the Technological Pedagogical Content Knowledge (TPCK) framework. It discusses that effective teaching requires an understanding of how technology, pedagogy and content interact. The TPCK framework builds on Shulman's notion of Pedagogical Content Knowledge by emphasizing the connections between content, pedagogy and technology. It identifies seven domains of teacher knowledge: content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework supports constructivist teaching and inquiry-based learning.
The document discusses the importance of a "techno-pedagogue" or technology teacher in the 21st century. It notes that technology is constantly changing, placing demands on faculty to keep up with new technologies. It also argues that developing technology skills is a separate skill from selecting appropriate teaching strategies, and that media literacy and analyzing media are important skills for students. The document concludes that technology helps higher education overcome barriers to reaching remote students, but the changing nature of technology places additional demands on faculty to stay up to date.
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Techno pedagogy refers to the integration of technology into teaching and learning. It demands that educational experiences be intertwined with hyper learning through technology. Effective techno pedagogical design considers student needs, learning objectives, content, and outcomes, as well as the level of students' technology knowledge and how technology can enhance the learning experience.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
This document discusses pedagogy and effective teaching models and strategies. It defines pedagogy as beliefs about how best to teach based on how children learn. It outlines three ways of thinking about teaching: teaching relationships, teaching models, and reflection. It discusses teaching models as tools for defining content, learning strategies, and social interactions. Examples of models taught include extracting information, memorizing, building hypotheses, and cooperative tasks. It also covers general teaching knowledge, pedagogical content knowledge, principles of learning and constructing knowledge, emphasizing active learning and problem-solving over memorization.
O documento descreve a CRI Genética, uma empresa de genética animal no Brasil. A empresa conta com uma equipe altamente qualificada comprometida em oferecer produtos de alta qualidade para atender às demandas do mercado por genética de alto desempenho. O catálogo de 2015 apresenta informações sobre touros de diversas raças, incluindo suas características avaliadas.
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
Technology pedagogical content knowledge (tpack) and technology integration p...Chano Alfornon
This document discusses the framework of technological pedagogical content knowledge (TPACK) and the technology integration planning (TIP) model. TPACK describes the overlap between teachers' knowledge of technology, pedagogy and content. The TIP model is a three-phase process to guide teachers in effectively integrating technology into education. It involves analyzing needs, planning integration strategies, and analyzing results to improve future lessons. The document also outlines the components of TPACK and four stages of technology integration in teaching, from beginning to transformative use.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.
The document describes a professional development program for 20 middle school mathematics teachers. The program aimed to (1) help teachers develop technological pedagogical content knowledge (TPCK), (2) increase teachers' understanding of algebraic concepts, and (3) improve teachers' problem-solving skills with an emphasis on modeling concepts using technology. Teachers received 120 hours of professional development over an academic year focusing on conceptual knowledge, pedagogical techniques, and developing technology-based lessons. The program sought to prepare teachers to effectively teach algebra using technology.
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
The TPACK framework requires understanding the negotiation between content, pedagogy, and technology. It includes seven knowledge areas: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technology content knowledge, technology pedagogical knowledge, and TPACK, which builds on the core ideas of how teachers can creatively integrate technology within a contextual framework by understanding the complex relationships between students, content, parents, technology, and teachers.
The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
The document discusses the framework of technological pedagogical content knowledge (TPACK). TPACK is a framework for understanding the knowledge teachers need to effectively integrate technology into their teaching. It identifies three main components - technological knowledge, pedagogical knowledge, and content knowledge - and describes their intersections as technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. TPACK is the basis for effective teaching that uses technology and requires an understanding of how to represent concepts using technology and appropriate pedagogical techniques.
The document discusses Technological Pedagogical and Content Knowledge (TPACK), a framework for teacher knowledge in the digital age. TPACK involves the complex integration of teachers' understanding of technology, pedagogy, and content knowledge. Effective teaching requires teachers to thoughtfully integrate technology into their pedagogy and representation of content. While technology training for teachers is important, simply knowing how to use technology is different than knowing how to teach with it. The framework emphasizes the need for teachers to develop knowledge at the intersection of these three components.
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
Mishra and Koehler's Technological Pedagogical Content Knowledge: A Framework...victoria up
This document proposes a framework called technological pedagogical content knowledge (TPCK) for understanding the knowledge needed by teachers to integrate technology effectively in their teaching. It builds on Shulman's concept of pedagogical content knowledge by adding an additional component of technological knowledge. The framework considers not just individual components of content, pedagogy and technology knowledge, but also the interactions between these components. It provides a model for teacher knowledge that is needed for high-quality technology integration rather than just training teachers in specific technologies. Examples are given of how a learning technology by design approach can help develop this knowledge in teacher training programs.
1) The document discusses pedagogical content knowledge (PCK) and technological pedagogical content knowledge (TPACK), which are frameworks for understanding the knowledge teachers need to effectively teach with technology.
2) TPACK consists of 7 areas of knowledge: technology knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge.
3) The document argues that the intersection of these three core components - content knowledge, technology knowledge, and pedagogical knowledge - is essential for developing effective lesson plans that incorporate technology and foster 21st century skills.
This document presents the Technological Pedagogical Content Knowledge (TPCK) framework. It discusses that effective teaching requires an understanding of how technology, pedagogy and content interact. The TPCK framework builds on Shulman's notion of Pedagogical Content Knowledge by emphasizing the connections between content, pedagogy and technology. It identifies seven domains of teacher knowledge: content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework supports constructivist teaching and inquiry-based learning.
The document discusses the importance of a "techno-pedagogue" or technology teacher in the 21st century. It notes that technology is constantly changing, placing demands on faculty to keep up with new technologies. It also argues that developing technology skills is a separate skill from selecting appropriate teaching strategies, and that media literacy and analyzing media are important skills for students. The document concludes that technology helps higher education overcome barriers to reaching remote students, but the changing nature of technology places additional demands on faculty to stay up to date.
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Techno pedagogy refers to the integration of technology into teaching and learning. It demands that educational experiences be intertwined with hyper learning through technology. Effective techno pedagogical design considers student needs, learning objectives, content, and outcomes, as well as the level of students' technology knowledge and how technology can enhance the learning experience.
The TPACK framework highlights the types of knowledge teachers need to effectively integrate technology in the classroom. It involves the complex interplay of technological knowledge, pedagogical knowledge, and content knowledge. Technological knowledge refers to knowledge about technology use, pedagogical knowledge is knowledge about teaching methods, and content knowledge is knowledge about subjects and skills. Effective technology integration requires understanding the relationships between these three knowledge domains.
This document discusses pedagogy and effective teaching models and strategies. It defines pedagogy as beliefs about how best to teach based on how children learn. It outlines three ways of thinking about teaching: teaching relationships, teaching models, and reflection. It discusses teaching models as tools for defining content, learning strategies, and social interactions. Examples of models taught include extracting information, memorizing, building hypotheses, and cooperative tasks. It also covers general teaching knowledge, pedagogical content knowledge, principles of learning and constructing knowledge, emphasizing active learning and problem-solving over memorization.
O documento descreve a CRI Genética, uma empresa de genética animal no Brasil. A empresa conta com uma equipe altamente qualificada comprometida em oferecer produtos de alta qualidade para atender às demandas do mercado por genética de alto desempenho. O catálogo de 2015 apresenta informações sobre touros de diversas raças, incluindo suas características avaliadas.
Laura Mulvey is a British feminist film theorist who developed the concept of the "male gaze" in film theory. She was educated at Oxford and has held professor positions at the British Film Institute and Birkbeck, University of London. She is known for her 1975 essay "Visual Pleasure and Narrative Cinema" which introduced the idea that in traditional Hollywood films men are positioned as subjects who act, while women are regarded as objects for the male gaze.
This document provides an overview of genetic selection in beef cattle. It discusses basic genetic concepts such as single gene action, multiple gene interactions, and how these relate to phenotypic and genotypic relationships. The principles of selection and various selection methods are covered, including visual selection, weight ratios, and BREEDPLAN estimated breeding values (EBVs). The benefits of performance recording using BREEDPLAN for genetic improvement are also summarized.
Charlie is a studious teenage boy who likes to get good grades but often feels scared when alone. He spends free time studying and has no friends. A witch haunts Charlie's college floor; she is the ghost of a woman in her 20s wearing white clothes and holding a lit candle, with messed hair and swollen eyes who seems terrified and tries to approach Charlie, scaring him as her dead soul.
This document outlines a 5-day unit lesson plan for a guitar class with 10 students aged 12 and older. The objectives are for students to be able to look up and play at least one song from the internet with 75% accuracy by the end of the course. A variety of media will be used, including PowerPoint, YouTube, blogs, podcasts, Facebook, Twitter, and building robots. Each day includes assignments using these media for students to learn about guitars and at least one song, with evaluation of progress and understanding through grading assignments.
This document provides a product roadmap for VXL Instruments covering their zero client, desktop thin client, and desktop hardware solutions from Q2 2013 through Q4 2015. It includes details on their zero client product lines such as the J12-z and F12z series based on ARM and VIA processors respectively. It also outlines their desktop thin client and desktop product portfolio spanning entry-level, mid-range, and high-performance solutions powered by processors including VIA Eden, Intel Baytrail, and AMD Kabini. The roadmap further provides an overview of the company, their manufacturing infrastructure, and operating system support.
Anurag Kashyap is an acclaimed Indian film director, screenwriter, producer and actor known for his realistic films that tackle complex social issues. Some of his notable films include Black Friday, Dev.D, Gangs of Wasseypur, and Ugly. He began his career in 1998 co-writing Ram Gopal Varma's crime drama Satya. Kashyap's films often deal with themes of drug/alcohol abuse, guilt, anger and how they affect people. He employs unconventional directing techniques like improvisation and handheld cameras. Kashyap strives to portray realistic modern India through complex characters and stories inspired by real events. He has received critical acclaim and awards for his contributions to
This document outlines leadership principles and values for the 551st Special Operations Squadron. It emphasizes the importance of being positive, inclusive, solution-oriented, and engaged. Key leadership values discussed include expanding influence, overcoming obstacles, constant improvement, investing in subordinates, accepting imperfection, and accepting input from others. Principles include focusing on "we" not "I", paying attention to detail, being proactive, supporting publicly and questioning privately. It stresses the importance of mental, physical and spiritual fitness and finding the best solutions without letting ego get in the way. The document reminds leaders to take care of their mission and their people, including families, force protection, safety, and health and welfare.
Charlie, a nerdy college student, is bullied by Tony and his gang who take and toss around Charlie's glasses. When Charlie retrieves them from under furniture, he finds a scrap of paper with a magic spell. Upon reading it, Charlie passes out and wakes to strange occurrences - he is called by a witch and chased by a ghostly little girl. As Charlie searches for answers, signs point to "Help Me!" written in blood, with the witch emerging behind him.
This document contains a shot list for the movie "Through Her Eyes" with 51 shots described. The shots include a variety of camera angles, types of shots, movements and notes on the scene or purpose of each shot. Key shots include a close-up of an alarm clock, establishing shots of various locations, medium close-ups of characters playing cricket and arguing, point-of-view shots from different characters, and long shots of the main character driving and walking while crying.
Whte Paper: Using aws for disaster recoveryPBTAdvantage
This document discusses how Amazon Web Services (AWS) can be used for disaster recovery. It outlines several AWS services that are useful for disaster recovery, including storage services like S3 and EBS, compute services like EC2, and networking services like Route 53 and VPC. It then describes five example disaster recovery scenarios that show how to use AWS services for backup and restore, a quick recovery pilot light, a warm standby solution, a multi-site solution, and production recovery across regions. The document concludes with discussions on replicating data, failing back from disaster, improving DR plans, software licensing, and a conclusion.
Raj used to insult and mistreat his mother when he was younger because she had only one eye. As an adult, Raj argues frequently with his wife and says his mother was a better cook. Raj's daughter is frightened when Raj's mother, now living alone, comes to their door with one eye. Raj yells at his mother to go away. Later, Raj has dreams of his mother crying for help. He goes to her home and discovers from a letter that she donated her eye to him as a child after he lost his own in an accident. Overcome with emotion, Raj breaks down crying in the street, calling out for his mother.
1. The document discusses technopedagogic content knowledge analysis in commerce education. It focuses on how technology and pedagogy intersect, and the importance of understanding how teaching and learning can change when particular technologies are used in specific ways.
2. It outlines the steps of pedagogical analysis which include dividing content into subunits, writing objectives and selecting teaching strategies. It also discusses advantages of technology and challenges of teaching with technology.
3. The document emphasizes the need for teachers to understand how technologies can engage students and enhance learning, rather than using technologies for their own sake. It stresses analyzing how affordances of technologies can be leveraged according to context and purpose.
This document discusses techno-pedagogic content knowledge analysis in commerce education. It outlines the importance of commerce education in developing skills for a globalized economy. It discusses pedagogical analysis and effective teaching methods. Technology and techno-pedagogy can enhance commerce education by providing new ways of teaching with digital tools and media. However, integrating technology also presents challenges for teachers in designing lessons. Analyzing how technology intersects with pedagogy and content knowledge is important for applying it effectively in commerce classrooms. Commerce education must adapt to changing times by incorporating relevant technologies and practical, skills-based learning.
EDU 502_Teaching Technologies_TCC_Syllabus_160613-10Patrick D. Huff
This document is a syllabus for an educational technology methods course taught by Professor Patrick Huff. The 3-page syllabus outlines the course objectives, which include understanding how emerging technologies can be applied to enhance teaching and learning. It provides information on course logistics, including meeting times and location. It also introduces the professor and lists required texts. The syllabus includes appendices on topics like curriculum design, instructional principles, and the InTASC teaching standards that will be covered throughout the course.
This document discusses concepts related to teaching as a profession. It defines teaching and outlines its objectives, nature, and characteristics. Teaching is defined as a complex process aimed at bringing about socially desirable behavioral changes. Its nature is described as dynamic, social, and humane. Key characteristics of teaching include content knowledge, pedagogical knowledge, technological knowledge, professional attitude, and reflective practice. The document also discusses the concept of continuing professional development for teachers, which involves keeping their professional knowledge and skills updated through lifelong learning. Teacher professional ethics and accountability are also emphasized.
This document discusses concepts related to teaching as a profession, including the nature and characteristics of teaching, continuing professional development for teachers, and teacher professional ethics and accountability. It provides definitions of teaching, outlines the objectives and aims of teaching. It also describes the nature of teaching as being dynamic, social, and humane as both an art and a science. Key characteristics of teaching discussed include content knowledge, pedagogical knowledge, technological knowledge, and reflective practice. Strategies for continuing professional development include lectures, workshops, online learning, and conferences.
This document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as the application of learning theories and instructional tools to enhance communication and impact learning. The objectives of educational technology include transmitting information to students, serving as role models, assisting skill development, and providing feedback. The scope of educational technology is as wide as education itself and can be applied to areas like educational administration, testing, and instructional processes.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
The document discusses educational technology and its role in teaching and learning. It provides an overview of educational technology as a field concerned with applying methods and resources to analyze and solve problems in human learning. It also discusses how technology can support learning through various roles like being a tool for knowledge construction, an information vehicle, and an intellectual partner. The document emphasizes that technology can augment motivation, encourage collaboration, and support the development of critical thinking and problem solving skills when used effectively. It also outlines the teacher and student roles in a technology-integrated classroom.
1. Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote effective teaching and learning.
2. Educational technology has many definitions as it is a broad field that includes learning theory, computer-based training, online learning, and mobile learning technologies. It focuses on improving communication skills and teaching approaches through strategic use of diverse media.
3. The objectives of educational technology are to identify educational needs, determine curriculum and strategies to achieve educational goals, develop appropriate teaching aids and equipment, and help extend educational opportunities to more learners through effective management of educational systems.
Educational technology refers to the application of scientific theories and principles to improve the quality of education. It involves using systems approaches and technology resources to promote high-quality teaching and learning. Educational technology has wide scope across educational administration, testing, and instructional processes. Its objectives at the macro level include identifying educational needs, developing curriculum and models for teaching and learning. At the micro level, its objectives focus on analyzing student characteristics, determining classroom objectives, organizing content, and evaluating teaching effectiveness.
The document discusses educational technology and national strategic imperatives regarding technology in education. It covers topics like the knowledge society agenda, pervasiveness of technology, education for all goals, and teacher competencies relating to technology integration. The document explores concepts like personal learning environments and how technology can support learning, knowledge sharing, and building collective intelligence. It emphasizes the importance of teachers' roles in developing students' skills for a knowledge-based society.
This document discusses techno pedagogic analysis, which involves using technology to support analyzing curriculum from a teacher's perspective. It allows teachers to more easily and thoroughly break down curriculum to determine objectives, strategies, methods, and evaluations. Techno pedagogic analysis helps commerce teachers develop new skills by integrating information and communications technology into their practice. It provides teachers with the knowledge to assess, choose, plan, and implement competence development using technology. The integration of technology with pedagogical content, called techno pedagogy, helps commerce teachers think critically and teach effectively with technology.
1. The document discusses the meaning, objectives, and scope of educational technology. It defines educational technology as a system in which machines, materials, media, methods, and people work together to achieve specific educational goals.
2. The objectives of educational technology include transmitting information, serving as a role model, assisting in skill development, and providing feedback. At a macro level, objectives are to identify educational needs, determine curriculum and strategies, and manage the educational system.
3. The scope of educational technology is as broad as education itself and includes areas like administration, testing, and instructional processes. It aims to identify learning objectives, plan effective learning environments, evaluate learning systems, and improve teaching.
This document provides an overview of educational technology concepts across 6 lessons:
1) The meaning of educational technology including how people use inventions to satisfy educational needs.
2) Technology can be a boon or bane depending on how it is used in education.
3) The roles of technology in learning including as a tool, information vehicle, and social medium.
4) A systematic approach to instruction including defining objectives, selecting methods/materials, implementing, and evaluating.
5) The Cone of Experience model showing retention rates are highest for hands-on experiences versus verbal symbols.
6) Tips for selecting and properly using instructional materials including alignment to objectives and learners.
Educational technology refers to the application of technology to education to improve the teaching and learning process. The document discusses the meaning, scope, objectives, and conclusion of educational technology. It examines how technology has evolved to serve educational needs over time and how it helps make teaching more efficient. The objectives of educational technology are to identify community educational needs, determine educational goals, develop curricula, and analyze and improve the teaching-learning process at both the macro and micro level. In conclusion, educational technology should be conceived as the wise application of human and non-human resources to solve educational problems and enhance the process and outcomes of education.
Creativity Poses a Challenge, But Rewards are ImmenseNutan Erathi
An example of story telling to train adult learners.
An Indian folk tale- Vikram and Betaal series is a treatment suggested to train bank employees to increase sales and make profits to the organisation.
Teaching Design Strategies in Higher Educationijtsrd
Higher education is one such activity which can convert population into human resource. Country's strength in the world today is its young population and will determine its future progress. Education not only improves the facilities and skills of people but also dramatically contributes to their physical well being. The new teaching pedagogy lays emphasis on applying higher level thinking skills through relevant design projects, improving team working skills and awareness of issues relating to ethics and professionalism. Outcome based educational experience to the students at all levels. Teaching design technology in the classroom can combine a personalized learning experience for each student, based on each student's strengths. But active learning technologies also reduce the teaching workload in higher level education. This paper starts with nature of higher education statement and the motivation for this study. Next, teaching design strategies, learning paradigm, theories, evaluation performance are described. Analysis of teaching techniques and conclusion are followed in the last section. Moe Moe Thu | Reenu | Su Wityi Aung "Teaching Design Strategies in Higher Education" Published in International Journal of Trend in Scientific Research and Development (ijtsrd), ISSN: 2456-6470, Volume-3 | Issue-5 , August 2019, URL: https://www.ijtsrd.com/papers/ijtsrd26602.pdfPaper URL: https://www.ijtsrd.com/humanities-and-the-arts/education/26602/teaching-design-strategies-in-higher-education/moe-moe-thu
Competency based approach teaching learning and teachers’Alexander Decker
This document discusses competency-based approach teaching and learning (CBATL) and the teacher's role. It defines CBATL as an educational process that synchronizes competency and commitment in teaching and learning to help learners achieve goals. The key principles of CBATL are teaching and learning through behavioral objectives. CBATL components that teachers should acquire include concepts, professional competency, and linking competency to performance and creativity. Resources that can enhance a teacher's professional competency under CBATL include knowledge and understanding, professionalism, and developing soft skills.
This document provides an overview of lessons from an Educational Technology 2 course. Lesson 1 reviews Educational Technology 1, which introduced the history of educational technology and its role in modern education. Lesson 2 introduces Educational Technology 2, which focuses on integrating technology into teaching and learning. Lesson 7 discusses using information technology to develop higher-level thinking skills and creativity in students through project-based learning.
Portfolio in Educational Technology 2 By: Ronalyn Dalojo and Roxan LagrosaXanne Lagrosa
This portfolio shows our learning in educational technology. Also, it contains our opinions about the use of technology in education which makes the teaching-learning process more effective.
Similar to Online Assignment on Techno-Pedagogic Content Analysis (20)
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UPRAHUL
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
How to Add Chatter in the odoo 17 ERP ModuleCeline George
In Odoo, the chatter is like a chat tool that helps you work together on records. You can leave notes and track things, making it easier to talk with your team and partners. Inside chatter, all communication history, activity, and changes will be displayed.
A review of the growth of the Israel Genealogy Research Association Database Collection for the last 12 months. Our collection is now passed the 3 million mark and still growing. See which archives have contributed the most. See the different types of records we have, and which years have had records added. You can also see what we have for the future.
it describes the bony anatomy including the femoral head , acetabulum, labrum . also discusses the capsule , ligaments . muscle that act on the hip joint and the range of motion are outlined. factors affecting hip joint stability and weight transmission through the joint are summarized.
A workshop hosted by the South African Journal of Science aimed at postgraduate students and early career researchers with little or no experience in writing and publishing journal articles.
বাংলাদেশের অর্থনৈতিক সমীক্ষা ২০২৪ [Bangladesh Economic Review 2024 Bangla.pdf] কম্পিউটার , ট্যাব ও স্মার্ট ফোন ভার্সন সহ সম্পূর্ণ বাংলা ই-বুক বা pdf বই " সুচিপত্র ...বুকমার্ক মেনু 🔖 ও হাইপার লিংক মেনু 📝👆 যুক্ত ..
আমাদের সবার জন্য খুব খুব গুরুত্বপূর্ণ একটি বই ..বিসিএস, ব্যাংক, ইউনিভার্সিটি ভর্তি ও যে কোন প্রতিযোগিতা মূলক পরীক্ষার জন্য এর খুব ইম্পরট্যান্ট একটি বিষয় ...তাছাড়া বাংলাদেশের সাম্প্রতিক যে কোন ডাটা বা তথ্য এই বইতে পাবেন ...
তাই একজন নাগরিক হিসাবে এই তথ্য গুলো আপনার জানা প্রয়োজন ...।
বিসিএস ও ব্যাংক এর লিখিত পরীক্ষা ...+এছাড়া মাধ্যমিক ও উচ্চমাধ্যমিকের স্টুডেন্টদের জন্য অনেক কাজে আসবে ...
Executive Directors Chat Leveraging AI for Diversity, Equity, and InclusionTechSoup
Let’s explore the intersection of technology and equity in the final session of our DEI series. Discover how AI tools, like ChatGPT, can be used to support and enhance your nonprofit's DEI initiatives. Participants will gain insights into practical AI applications and get tips for leveraging technology to advance their DEI goals.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
2. [2]
ONLINE ASSIGNMENT
T ECHNO PEDAGOGI C ANALY SI S I N COMMERCE EDUCAT I ON
INTRODUCTION
Education is developing inherent abilities and power of students. It is the process by
which society deliberately transmits its accumulated knowledge, skill and values
from one generation to another. Education in the largest sense is any act or
experience that has a formative effect on the mind, character or physical ability of
an individual.
Commerce
Commerce is the exchange of items of value between Persons or Companies. Any
exchange of money for a product, service or information is considered a deal of
Commerce. The Internet and an efficient postal system have made International
Commerce convenient for Business as well as individuals.
Importance of COMMERCE EDUCATION
The growing phenomenon of globalization, liberalization and privatization has been
influencing the Commerce education. The technological revolution has further
provided new dimensions’ E-banking, E-marketing, E-commerce, E-finance, E-investment
paper less trading and governance has been gaining importance of all
over the world. At the same time, the outsourcing business, call Centre, small
business operation, IT based services etc. are expanding very fast. These
developments demands paradigm shift in teaching and learning process. The new
skills and training are required to cope up with these changes. The technological
advances must be integrated into the basic fabric of Commerce education.
OBJECT I VES OF COMMERCE EDUCAT I ON
1.To expose themselves to and to interact with the real life situation and in the
process to assist the society
2.To have practical orientation of class room instruction. Thus, this scheme is
expected to helping learning while working and earning while learning.
3.The education system is developing very fast both qualitatively and quantitatively.
3. [3]
4.Imparting knowledge in the field of Commerce and Industry.
5.Developing skills in commercial operations and inculcating proper vocational
interest, attitudes and values.
PEDAGOGIC ANALYSIS
Pedagogical Analysis is the science of teaching is a master plan that includes a
details of what is to be done by a teacher, the instructional strategies, instructional
equipments and the cardinal objectives of instruction. Depending on what can
actually learn and what are the expectation sets for learners of a particular stage of
development, specific instructional objectives are determined and appropriate set of
activities provided. The teacher decides instructional objectives, equipments and
strategies with every aspect of learning conditions to be created. Favorable
conditions for positive learning cell for knowledge of various factors operating in
different conditions. Pedagogical analysis is appropriate objectives and strategies in
various instructional situations and cases the level of actual earning at the end. A
comprehensive vision of required tasks, strategies for realization of specific goals
facilitates effective teaching. So, pedagogical analysis offers enormous potential for
improving the delivery of information in al form of education. It involves various
logical steps to arrive at logical inference. It also helps the students to understand
concepts, principles or phenomena. Again, the learning environment created
accordingly, enables to- 1. Relate individual fragment of knowledge to real experience
in life and work. 2. Develop skills and relate facts as a part of a larger organized
completely. Realization of specific goals ,facilitated by a detailed planning result in
effective teaching.
Pedagogical practice promotes the wellbeing of students, teachers and the school
community - it improves students' and teachers' confidence and contributes to their
sense of purpose for being at school; it builds community confidence in the quality of
learning and teaching in the school.
Pedagogical Analysis and Effective 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.
4. [4]
Steps of Pedagogical analysis
Step-1 : Divided the contents of the selected unit into suitable sub-units and arrange
the selected sub-units in to a number of required periods.
Step-2 : Briefly write the essence of the content of the selected sub-unit
Step-3 : Write appropriate previous knowledge required for the sub-unit.
Step-4 : Write appropriate instructional objectives to be selected for the sub-unit.
Step-5 : Select appropriate teaching strategies for the sub-unit according to the
following instructions
I. Write the name of the methods applied.
I. Mention the teaching aids required.
I. Briefly illustrate the necessary demonstration and/or experimentation required.
IV. Mention the necessary board work required.
V. Write probing questions related to the sub-unit and provide appropriate answers
for them.
VI. Prepare a work sheet for the sub unit.
Step-6 : Give suitable examples/illustration/analogies for the sub-unit.
Step-7 : Prepare a table of specification for the sub-unit.
TECHNOLOGY
Technology means the branch of knowledge that deals with the
creation and use of technical means and their interrelation with life, society, and the
environment, drawing upon such subjects as industrial arts, engineering,
applied science, and pure science.
5. [5]
ADVANTAGES OF TECHNOLOGY
Te chno -Pedagogy
Technology is a broad and constantly changing skill-set required of faculty, and selecting the appropriate
techno-pedagogical strategies to effectively engage students in the content is a separate skill-set. Media literacy
influences student development, and developing a critical analysis of media consumption is an important skill
for students. In understanding how technology and media intersect with learning, consider the compatibility
between theories of technology and education, and how that relates to your content.
Here is a need for faculty, as well as the institutional level, to identify and articulate the occupational realities
when technology and competencies intersect, while understanding and communicating how technological
resources and strategies can engage students and enhance student learning. The Technological Pedagogical
Content Knowledge is a collaboratively developed framework of scholars and researchers seeking to
conceptualize and clarify the competencies that evolve from the intersection between pedagogy and technology.
6. [6]
Investments in new and interactive technologies in education require both the technical and pedagogical skills to
use them. According to the National Educational Technology Standards, faculty should be competent in
designing digital assessments, modeling digital work creatively, promoting digital citizenry, as well as inspiring
student LEARNING
T e c hno - Pe dagogic al c onte nt Knowle dge Analysis
TPK analysis 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 TPK analysis a deeper understanding of the constraints and
affordances of technologies and the disciplinary contexts within which they function
is needed. For example, in commerce classrooms we consider how whiteboards
may be used. Because a whiteboard is typically immobile, visible to many, and
easily editable, its uses in classrooms are presupposed. Thus, the whiteboard is usually
placed at the front of the classroom and is controlled by the teacher. This location
imposes a particular physical order in the classroom by determining the placement
of tables and chairs and framing the nature of student-teacher interaction, since
students often can use it only when called upon by the teacher. However, it would
be incorrect to say that there is only one way in which whiteboards can be used.
One has only to compare the use of a whiteboard in a brainstorming meeting in an
advertising agency setting to see a rather different use of this technology. In such a
setting, the whiteboard is not under the purview of a single indiv idual. I t can be used
by anybody in the group, and it becomes the focal point around which discussion
and the negotiation/construction of meaning occurs. An understanding
Contemporary I ssues in Technology and Teacher Education, 9(1) 66 of the
affordances of technology and how they can be leveraged differently according to
changes in context and purposes is an important part of understanding TPK. TPK
analysis becomes particularly important because most popular software programs
are not designed for educational purposes. Software programs such as the Microsoft
Office Suite, (Word, PowerPoint, Excel, Entourage, and MSN Messenger) are usually
designed for business environments. Web-based technologies such as blogs or
podcasts are designed for purposes of entertainment, communication, and social
networking. Teachers need to reject functional fixedness and develop skills to look
beyond most common uses for technologies, reconfiguring them for customized
pedagogical purposes Thus, TPK analysis requires a forward-looking, creative, and
open-minded seeking of technology use, not for its own sake but for the sake of
advancing student learning and use.
7. [7]
T he Challe nge s o f T e ac hing With T e c hno logy
Teaching with technology is complicated further considering the challenges newer
technologies present to teachers. In our work, the word technology applies equally
to analog and digital, as well as new and old, technologies. As a matter of practical
significance, however, most of the technologies under consideration in current
literature are newer and digital and have some inherent properties that make
applying them in straightforward ways difficult. ‘
T ECHNO PEDAGAOGI C ANANLY S I N COMMWERCE EDUCAT I ON
E-Commerce
E-Commerce involves conducting business using modern communication instrument
like Internet, Fax, Telephone,E-data interchange, E-payment, Money transfer system.
E-Commerce provides multiple benefits to the consumers in the form of availability
of goods at lower cost, wider choice and save times. People or Consumer can buy
goods with a click of mouse button without moving out of their house or offices.
Similarly, online services such as Internet Banking, Tickets includes Airlines, Railway,
Bus Bill Payment, Hotel Booking etc have been tremendous benefit for the
customers. E-Commerce education has been phenomenal in making a deep
impact on higher education. Growth in the Internet over the last few decades has
led to great impact on communication and research in the institutes. fell short of
time to go to a campus program have been able to benefit immensely from
resources E-Commerce education has opened new avenues for Cyber law studies.
I t need not be stated that the importance of Cyber laws has increased by leaps and
bounds in the recent years With hundreds of Cybercrime cases every day,
awareness and knowledge about Internet has become more important-Commerce
education not only equips students about latest career development
advancements, it also opens door for access to information and knowledge.
Online Education
8. [8]
I t has become an important mode of education. Since the regular courses in India
are getting very expensive and highly competitive, distance and online education is
fast developing as an amazing option for the students E-learning opportunities are
immense in India. Even the distance education programs are serving wonderfully.
Distance learning can be availed through various types such as interactive CD-ROM
programs, Mobile learning programs, Telecourses or Broadcast course via Television
or Radio, Postal correspondence programs and many more.
Challenges in Commerce Education
Commerce is considered as one of the most popular career options in India.
Commerce education is the backbone of the business and serial development of
the nation. This education stresses on developing the people and making effective
use of available resources. Commerce education develops the relationship of
people with one another. Commerce education covers wide area of business and
society. Commerce education provides to the business and society that how to use
it for the betterment of self and oneself. Commerce education gives to the people
for democratic liv ing, good citizenship and proper utilization of resources. I t provides
skill oriented education to students and society.
Challenges
Challenges and Strategies for controlling inflation and promoting growth.
Emerging issue in global Economy, Commerce and Management.
Internationalization of Financial Market in the World.
Role of Foreign Direct Investment and Foreign Institutional Investment.
Reform in Indian and International Economic Sectors.
Challenges and Strategies of IMF and WORLD BANK for International
competition.
Challenges and Strategies merger and acquisition strategies for Trade,
Commerce and Industry in World
Challenges and Strategies for commodities markets in the world and in
currency market in International scenario
Challenges and Strategies for export and import of Trade, Commerce and
Industries in global scenario.
Challenges and Strategies for Stock Market and Investors for International
competition.
Challenges and Strategies in Currency Market in International scenario
CONCLUSI ON
With a growing emphasis on information, global economy, Higher Education was
viewed as increasingly essential for the w orld’s population. Information Technology
and Mobile Technology is now forcing education sector to change according to the
9. [9]
need of the time. The most emerging dimension of the Business and Commerce
education in the 21st century is the need for Business School to use technology and
make it integral part of course contents Education now becomes an industry, there
is explosion of technologies and knowledge in all sphere. The quality of Commerce
Education has become a major marketing issue in the changing environment. As
per specialization, a practical training should be provided to the students. By making
relevant and practical oriented Commerce Education, we may impact global
competitiveness to our students. As a part of the society the social awareness
among Commerce students is the emerging need of present time