Online assignment prasad

ONLINE ASSIGNMENT
“RELEVANCE OF TECHNO-PEDAGOGIC
ANALYSIS IN
COMMERCE EDUCATION”
PRASAD.S.R
BNV CTE
B.Ed COMMERCE
Candidate code:-13357006

Introduction
he technological revolution has prompted a fundamental
shift in our understanding of pedagogy and its related
T
practices. Traditionally, teaching did not require that the instructor also be
learner, but only expert. Those who taught could do so in communicative
non interaction with the learner in a manner of talking at. This is no longer
adequate. Techno- pedagogy demands that life world experience be
enmeshed in hyper learning. Neither theory nor practice, singularly, is a
viable method of instruction-regardless of the discipline and its
methodological heritage.
Techno-pedagogy is a key deciding factor in whether an educational
media product is successful or not. Literally, ‘pedagogy’ refers to the art -
science of teaching and ‘techno’ refers to the art-skill in handcrafting,
derived from the Latin word ‘texere’ which means to weave or fabricate.
Here ‘techno’ is a qualifier; it intersects or crosses the meaning of
‘pedagogy’ with its own. Techno-pedagogy refers to weaving the
techniques of the craft of teaching into the learning itself. It requires
conscious recognition of the mediated learning environment in order to
maximize the ease and clarity in the transmission of information. It
attempts to capture some of the essential qualities of teacher knowledge
required for technology integration in teaching, while addressing the
complex, multifaceted, and situated nature of this knowledge.

I argue, briefly, that thoughtful pedagogical uses of technology require
the development of a complex, situated form of knowledge that we call
Technological Pedagogical Content Knowledge (TPCK). In doing so, we
posit the complex roles of, and interplay among, three main components of
learning environments: content, pedagogy, and technology. I argue that this
model has much to offer to discussions of technology integration at
multiple levels: theoretical, pedagogical, and methodological. The teaching
approach based upon the framework, and illustrate the methodological
contributions that have resulted from this work. Technology has a pivotal
role to play in the dynamic changing field of commerce, trade and industry.
It can provide coverage of a growing knowledge base association with the
information explosion in all areas including commerce. The important
thing in science is not so much to obtain new facts as to discover new ways
of thinking about them. Advocates of technology in education often
envisage similar dramatic changes in the process of teaching
PEDAGOGICAL CONTENT KNOWLEDGE
This knowledge includes knowing what teaching approaches fit the
content, and likewise, knowing how elements of the content can be
arranged for better teaching. This knowledge is different from the
knowledge of a disciplinary expert and also from the general pedagogical
knowledge shared by teachers across disciplines. PCK is concerned with
the representation and formulation of concepts, pedagogical techniques,
knowledge of what makes concepts difficult or easy to learn, knowledge of
students’ prior knowledge, and theories of epistemology. It also involves
knowledge of teaching strategies that incorporate appropriate conceptual
representations in order to address learner difficulties and misconceptions

and foster meaningful understanding. It also includes knowledge of what
the students bring to the learning situation, knowledge that might be either
facilitative or dysfunctional for the particular learning task at hand. This
knowledge of students includes their strategies, prior conceptions
misconceptions that they are likely to have about a particular domain, and
potential misapplications of prior knowledge.
TECHNOLOGY KNOWLEDGE
Technology knowledge (TK) is knowledge about standard technologies,
such as books, chalk and blackboard, and more advanced technologies,
such as the Internet and digital video. This involves the skills required to
operate particular technologies. In the case of digital technologies, this
includes knowledge of operating systems and computer hardware, and the
ability to use standard sets of software tools such as word processors,
spreadsheets, browsers, and e-mail. TK includes knowledge of how to
install and remove peripheral devices, install and remove software
programs, and create and archive documents. Most standard technology
workshops and tutorials tend to focus on the acquisition of such skills.
Since technology is continually Technological Pedagogical Content
Knowledge 1027 changing, the nature of TK needs to shift with time as
well. For instance, many of the examples given above (operating systems,
word processors, browsers, etc.) will surely change, and maybe even
disappear, in the years to come. The ability to learn and adapt to new
technologies (irrespective of what the specific technologies are) will still be
important.

Figure 1. The Two Circles of Pedagogical Knowledge and Content
Knowledge Are Now Joined by Pedagogical Content Knowledge
TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE
Technological pedagogical knowledge (TPK) is knowledge of the existence,
components, and capabilities of various technologies as they are used in
teaching and learning settings, and conversely, knowing how teaching
might change as the result of using particular technologies. This might
include an understanding that a range of tools exists for a particular task,
the ability to choose a tool based on its fitness, strategies for using the
tool’s affordances, and knowledge of pedagogical strategies and the ability
to apply those strategies for use of technologies. This includes knowledge
of tools for maintaining class records, attendance, and grading, and
knowledge of generic technology-based ideas such as WebQuests,
discussion boards, and chat rooms.
TECHNOLOGICAL PEDAGOGICAL CONTENT
KNOWLEDGE
Technological pedagogical content knowledge (TPCK) is an emergent
form of knowledge that goes beyond all three components (content,
pedagogy, and technology). TPCK is the basis of good teaching with
technology and requires an understanding of the representation of
concepts using technologies; pedagogical techniques that use technologies
in constructive ways to teach content; knowledge of what makes concepts
difficult or easy to learn and how technology can help redress some of the
problems that students faces. Productive technology integration in teaching
needs to consider all three issues not in isolation, but rather within the
complex relationships in the system defined by the three key elements. The
traditional view of the relationship between the three aspects argues that
content drives most decisions; the pedagogical goals and technologies to be

used follow from a choice of what to teach. The introduction of the
Internet can be seen as an example of a technology whose arrival forced
educators to think about core pedagogical issues. So, in this context, it is
the technology that drives the kinds of decisions that we make about
content and pedagogy.
Figure 2. Pedagogical Technological Content Knowledge. The Three
Circles, Content, Pedagogy, and Technology, Overlap to Lead to Four
More Kinds of Interrelated Knowledge.
The TPACK Framework
The TPACK framework describes how teachers’ understanding of
educational technologies and PCK interact with one another to produce
effective teaching with technology. Other authors have discussed similar
ideas, though often using different labeling schemes. The conception of
TPACK described here has developed over time and through a series of
publications. In this model (see Figure 3), there are three main components
of teachers’ knowledge: content, pedagogy, and technology. Equally
important to the model are the interactions between and among these
bodies of knowledge, represented as PCK, TCK

Implications of the TPACK Framework
I have argued that teaching is a complex, ill-structured domain. Underlying
this complexity, however, are three key components of teacher knowledge:
understanding of content, understanding of teaching, and understanding of
technology. The complexity of technology integration comes from an
appreciation of the rich connections of knowledge among these three

components and the complex ways in which these are applied in
multifaceted and dynamic classroom contexts. By better describing the
types of knowledge teachers need (in the form of content, pedagogy,
technology, contexts and their interactions), educators are in a better
position to understand the variance in levels of technology integration
occurring. In addition, the TPACK framework offers several possibil ities
for promoting research in teacher education, teacher professional
development, and teachers’ use of technology. It offers options for looking
at a complex phenomenon like technology integration in ways that are now
amenable to analysis and development. Moreover, it allows teachers,
researchers, and teacher educators to move beyond oversimplified
approaches that treat technology as an “add-on” instead to focus again, and
in a more ecological way, upon the connections among technology,
content, and pedagogy as they play out in classroom contexts.
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.
The Challenges of Teaching With Technology
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. Digital technologies—such as computers, handheld devices, and
software applications. On an academic level, it is easy to argue that a pencil
and a software simulation are both technologies. The latter, however, is
qualitatively different in that its functioning is more opaque to teachers and
offers fundamentally less stability than more traditional technologies. By
their very nature, newer digital technologies, which are protean, unstable,
and opaque, present new challenges to teachers who are struggling to use
more technology in their teaching.
Using email to communicate, for example, affords (makes possible and
supports) asynchronous communication and easy storage of exchanges.
Email does not afford synchronous communication in the way that a
phone call, a face-to-face conversation, or instant messaging does. Social
and contextual factors also complicate the relationships between teaching
and technology. Many teachers earned degrees at a time when educational
technology was at a very different stage of development than it is today. It
is, thus, not surprising that they do not consider themselves sufficiently
prepared to use technology in the classroom and often do not appreciate its
value or relevance to teaching and learning. Acquiring a new knowledge
base and skill set can be challenging, particularly if it is a time-intensive
activity that must fit into a busy schedule. Moreover, this knowledge is
unlikely to be used unless teachers can conceive of technology uses that are
consistent with their existing pedagogical beliefs.
Furthermore, teachers have often been provided with inadequate training
for this task. Many approaches to teachers’ professional development offer
a one size- fits-all approach to technology integration when, in fact,
teachers operate in diverse contexts of teaching and learning.
An Approach to Thinking About Technology Integration
An approach is needed that treats teaching as an interaction between
what teachers know and how they apply what they know in the unique
circumstances or contexts within their classrooms. There is no “one best
way” to integrate technology into curriculum. Rather, Honoring the idea
that teaching with technology is a complex, ill-structured task, we propose
that understanding approaches to successful technology integration

requires educators to develop new ways of comprehending and
accommodating this complexity. At the heart of good teaching with
technology are three core components: content, pedagogy, and technology,
plus the relationships among and between them. The interactions between
and among the three components, playing out differently across diverse
contexts, account for the wide variations seen in the extent and quality of
educational technology integration. These three knowledge bases (content,
pedagogy, and technology) form the core of the technology, pedagogy, and
content knowledge (TPACK) framework.
PEDAGOGY AND E-LEARNING
E-Learning and collaborative/co-constructive
pedagogies go together. The dynamics of classrooms change when e-
Learning is part of the regular learning environment. Using collaborative,
interactive pedagogies that also foster co-operation appear to lead to
effective learning and better teacher/student relationships over time.
Technology in classrooms becomes an effective tool when teachers
deliberately use them in relation to appropriate and targeted pedagogical
practices.
WHY TECHNO-PEDAGOGIC ANALYSIS IN COMMERCE
EDUCATION?
As today’s a learner centered education system, the importance of
techno –pedagogy has increased very much. Techno-pedagogy aims to
improve the teaching-learning process. It may be defined as “the
development, application, and evaluation of systems, techniques and

instructional aids to improve the process of human learning.” As such, the
scope of educational technology encompasses educational objectives,
media and their characteristics, criteria for selection of media and
resources, management of resources, as well as their evaluation. Techno-pedagogy
increases the output of the entire system of education. It helps in
optimizing educational outcomes with cost effectiveness through efficient
use of available resources including men and materials.
CONCLUSION
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. Social and contextual factors also
complicate the relationships between teaching and technology. Social and
institutional contexts are often unsupportive of teachers’ efforts to
integrate technology use into their workTechno-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.
experience with using digital technologies for teaching and learning. Many
teachers earned degrees at a time when educational technology was at a

very different stage of development than it is today. It is, thus, not
surprising that they do not consider themselves sufficiently prepared to use
technology in the classroom and often do not appreciate its value or
relevance to teaching and learning. Acquiring a new knowledge base and
skill set can be challenging, particularly if it is a time-intensive activity that
must fit into a busy schedule. Moreover, this knowledge is unlikely to be
used unless teachers can conceive of technology uses that are consistent
with their existing pedagogical beliefs. Furthermore, teachers have often
been provided with inadequate training for this task. Many approaches to
teachers’ professional development offer a one size-fits-all approach to
technology integration when, in fact, teachers operate in diverse contexts
of teaching and learning.

Online assignment prasad

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