Teacher education involves training to develop professional teaching skills and competencies. It aims to enhance teaching and learning through acquiring specialized knowledge across different contexts. The quality of teacher education directly impacts the quality of school education. The National Council for Teacher Education defines teacher education as a program that provides education, research, and training to teach various levels. Effective teacher education is essential for qualitative improvement of a nation's overall education system.
The document discusses different levels of integrating technology into curriculum. It identifies 5 levels - from entry level where teachers begin using tech tools to deliver content, to adaptation where students explore tools independently, to infusion where students choose tools to achieve outcomes, and finally transformation where innovative tech tools facilitate higher-order learning and activities not otherwise possible. Curriculum-level integration is identified as most powerful, involving choosing tools, platforms and policies based on standards, assessment and instruction, with benefits like teacher collaboration.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
SAPA (Science - A Process Approach) was developed in 1963 to teach students science process skills that are essential for understanding science information. SAPA breaks skills down into smaller steps that build upon each other from basic to more advanced skills. It emphasizes developing skills like observing, classifying, measuring in primary grades and controlling variables, formulating hypotheses in intermediate grades. Studies found students learning through SAPA outperformed those in traditional programs on achievement measures. SAPA aimed to equip students with thinking skills to solve future problems.
Meaning and nature of educational technologySahin Mondal
This document discusses the history and definition of educational technology. It provides the following key points:
1. Educational technology has existed since the 19th century in the form of educational toys and learning tactics, but its widespread use began in the 1920s with teaching machines.
2. Educational technology is defined as the "systematic application of scientific knowledge about teaching learning and conditions of learning to improve the efficiency of teaching and training."
3. It involves using scientific knowledge in practical educational tasks and systematically applying science to improve education.
This document defines educational technology and its key components. It states that educational technology includes techniques, systems, and aids that improve human learning. The two main components are hardware, which refers to physical equipment like projectors, boards, and writing materials, and software, which includes programs, principles, rules, and texts used for teaching and learning. Some examples of hardware instructional aids provided are projectors, computers, television, and motion pictures. Software instructional aids include blackboards and models. Garrison's model of educational technology identifies its four major components as methods, materials, media, and manpower.
This document discusses three approaches to educational technology:
1) Hardware approach (Educational Technology I) which focuses on machines and equipment like audiovisual aids and computers.
2) Software approach (Educational Technology II) which is based on theories of learning and uses instructional procedures and aids like pictures, maps, and programmed learning packages.
3) System approach (Educational Technology III) which takes a systematic view of the entire educational process and the roles of people, machines, and media within an educational system.
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.
The document discusses different levels of integrating technology into curriculum. It identifies 5 levels - from entry level where teachers begin using tech tools to deliver content, to adaptation where students explore tools independently, to infusion where students choose tools to achieve outcomes, and finally transformation where innovative tech tools facilitate higher-order learning and activities not otherwise possible. Curriculum-level integration is identified as most powerful, involving choosing tools, platforms and policies based on standards, assessment and instruction, with benefits like teacher collaboration.
The document discusses curriculum reform efforts in Kerala, India following national curriculum frameworks. It notes that Kerala began reforming its curriculum in line with the national framework in 1975. In 1997, Kerala attempted to formulate a comprehensive curriculum focused on teaching and learning processes. The state's reform efforts gained momentum with the national curriculum framework released in 2005. The envisioned education system should promote social equality and justice, develop responsible citizens upholding unity in diversity, and nurture scientific temperament and its application to daily life problems.
The document discusses the meaning, definitions, concepts, types and dynamics of curriculum. It defines curriculum as the totality of student experiences provided by the school, including courses of study and extracurricular activities. It discusses different types of curriculum like the explicit/written curriculum, hidden curriculum and null curriculum. It explains that curriculum needs to be dynamic and change according to societal needs, new innovations in education, and changes in educational policy. Factors like socio-political factors, economic factors, educational technology and globalization affect changing concepts of curriculum.
SAPA (Science - A Process Approach) was developed in 1963 to teach students science process skills that are essential for understanding science information. SAPA breaks skills down into smaller steps that build upon each other from basic to more advanced skills. It emphasizes developing skills like observing, classifying, measuring in primary grades and controlling variables, formulating hypotheses in intermediate grades. Studies found students learning through SAPA outperformed those in traditional programs on achievement measures. SAPA aimed to equip students with thinking skills to solve future problems.
Meaning and nature of educational technologySahin Mondal
This document discusses the history and definition of educational technology. It provides the following key points:
1. Educational technology has existed since the 19th century in the form of educational toys and learning tactics, but its widespread use began in the 1920s with teaching machines.
2. Educational technology is defined as the "systematic application of scientific knowledge about teaching learning and conditions of learning to improve the efficiency of teaching and training."
3. It involves using scientific knowledge in practical educational tasks and systematically applying science to improve education.
This document defines educational technology and its key components. It states that educational technology includes techniques, systems, and aids that improve human learning. The two main components are hardware, which refers to physical equipment like projectors, boards, and writing materials, and software, which includes programs, principles, rules, and texts used for teaching and learning. Some examples of hardware instructional aids provided are projectors, computers, television, and motion pictures. Software instructional aids include blackboards and models. Garrison's model of educational technology identifies its four major components as methods, materials, media, and manpower.
This document discusses three approaches to educational technology:
1) Hardware approach (Educational Technology I) which focuses on machines and equipment like audiovisual aids and computers.
2) Software approach (Educational Technology II) which is based on theories of learning and uses instructional procedures and aids like pictures, maps, and programmed learning packages.
3) System approach (Educational Technology III) which takes a systematic view of the entire educational process and the roles of people, machines, and media within an educational system.
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.
This document provides an overview of educational technology including its meaning, objectives, and scope. It defines educational technology as the application of scientific knowledge and methods to improve the teaching and learning process. The objectives of educational technology are to more effectively transmit information, serve as a role model for students, and contribute to improved learning outcomes. Educational technology has a broad scope and can be applied at both the macro level, such as curriculum development, and the micro level, including classroom instruction and assessment.
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
A resource unit is a type of material that teachers use in pre-planning that provides a reservoir of teaching content, objectives, and learning experiences. It is important as it promotes teacher growth, acts as a form of pre-planning, helps evolve several learning units, handles individual differences, and suggests teaching and learning materials. The key steps in constructing a resource unit are to determine the title, introduction, general objectives, content analysis, activities, teaching materials and sources, evaluation procedures, and editing.
The State Institute of Educational Technology (SIET) in Kerala is responsible for planning, producing, and evaluating educational software, videos, audio programs, and multimedia for students from classes 1 to 12. SIET Kerala implements schemes to modernize teaching technologies and the learning process. It aims to play a catalytic role in supporting educational development in the state, particularly for secondary and higher secondary education. Some of SIET Kerala's initiatives include educational TV programs, film festivals, and producing over 900 educational CDs in English and Malayalam.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Role of a teacher in Curriculum Development at various Level (https://www.you...Tasneem Ahmad
Teachers play a key role in curriculum development at various levels. As makers, teachers write daily lesson plans to address student needs and interests. As developers, they design, enrich, and modify curriculum. As implementers, teachers bring the written curriculum to life by guiding activities and facilitating learning. The curriculum process provides opportunities for teachers to be creative in their lessons and deliver content in an interactive way through activities, case studies, and experiments. Teachers also play a role in ensuring curriculum is equitable, multicultural, and incorporates student choice.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
The scope of philosophy of education includes:
- Interpreting human nature and its relation to the world and universe.
- Determining the aims and ideals of education.
- Examining the relationships between education and other areas like the economy and politics.
- Analyzing educational values and how they are influenced by philosophical views.
- Studying the relationship between education and theories of knowledge.
- Providing criteria to evaluate the relationships between different components of the education system.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It involves applying a complex, integrated process to analyze and solve problems in human learning. Specifically, educational technology is a field that applies scientific findings and methods to facilitate the learning process through curriculum, instructional design, learning environments, and teaching/learning theories. Related terms like technology in education, instructional technology, technology integration, and educational media are associated with educational technology but not entirely synonymous.
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
The document discusses the meaning and definitions of educational technology. It outlines four revolutions in education according to Eric Ashby: 1) shift from parents to teachers as educators, 2) adoption of written word, 3) invention of printing press and books, 4) development of electronics and communication. Educational technology aims to increase learning rates by enabling teachers to teach less and learners to learn more. It involves analyzing teaching/learning processes, exploring component functions, observing effects of manipulation, and translating findings into guidelines. Educational technology can refer to mechanization of the educational process through preserving, transmitting, and advancing knowledge using tools like printing, radio, TV, and research. Overall, educational technology systematically applies scientific knowledge of learning conditions to improve teaching
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK describes how teachers' understanding of technology, pedagogy, and content interact and overlap to effectively integrate technology into teaching. It suggests teachers need knowledge in technological content, technological pedagogical, content, and pedagogical content areas. The TPACK framework emphasizes the complex interplay between these components and allows teachers to thoughtfully integrate technology rather than view it as simply an add-on.
Essential requirements of teaching physical sciencesajeena81
The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.
This document provides an overview of educational technology including its meaning, objectives, and scope. It defines educational technology as the application of scientific knowledge and methods to improve the teaching and learning process. The objectives of educational technology are to more effectively transmit information, serve as a role model for students, and contribute to improved learning outcomes. Educational technology has a broad scope and can be applied at both the macro level, such as curriculum development, and the micro level, including classroom instruction and assessment.
Multimedia is an important innovation in educational technology that can improve teaching and learning. It involves using various media like text, pictures, sound, animation and video together in a program. Multimedia approaches can be classified in different ways, such as by instructional methods, auto-instructional techniques, mass communication tools, audiovisual materials, experiential learning, and teaching resources. Implementing multimedia approaches requires changes to organizational structures, infrastructure, teacher training, and attitudes. It provides benefits like making learning more engaging, individualized, and memorable for students.
A resource unit is a type of material that teachers use in pre-planning that provides a reservoir of teaching content, objectives, and learning experiences. It is important as it promotes teacher growth, acts as a form of pre-planning, helps evolve several learning units, handles individual differences, and suggests teaching and learning materials. The key steps in constructing a resource unit are to determine the title, introduction, general objectives, content analysis, activities, teaching materials and sources, evaluation procedures, and editing.
The State Institute of Educational Technology (SIET) in Kerala is responsible for planning, producing, and evaluating educational software, videos, audio programs, and multimedia for students from classes 1 to 12. SIET Kerala implements schemes to modernize teaching technologies and the learning process. It aims to play a catalytic role in supporting educational development in the state, particularly for secondary and higher secondary education. Some of SIET Kerala's initiatives include educational TV programs, film festivals, and producing over 900 educational CDs in English and Malayalam.
This document outlines the key aspects of a teacher's handbook, including that it contains lists of teaching aids, summaries of lessons, and various exercises and assignments. It notes that a handbook aims to help teachers monitor their program by providing a teaching tool suitable for students of varying interests and abilities. Some advantages are that it allows for review work, helps teachers choose appropriate strategies, and provides evidence of student progress. A disadvantage is that teachers must form the habit of referring to the guidebook before class.
Role of a teacher in Curriculum Development at various Level (https://www.you...Tasneem Ahmad
Teachers play a key role in curriculum development at various levels. As makers, teachers write daily lesson plans to address student needs and interests. As developers, they design, enrich, and modify curriculum. As implementers, teachers bring the written curriculum to life by guiding activities and facilitating learning. The curriculum process provides opportunities for teachers to be creative in their lessons and deliver content in an interactive way through activities, case studies, and experiments. Teachers also play a role in ensuring curriculum is equitable, multicultural, and incorporates student choice.
This document discusses teacher competencies, which are defined as the set of knowledge, skills, and experience necessary to be an effective teacher. It identifies three main types of teacher competencies: subject competencies which refer to strong knowledge of content areas; pedagogical competencies which involve teaching skills and understanding how students learn; and technological competencies which include the ability to use technology appropriately in the classroom. The document provides details on each type of competency and their importance for quality teaching. It emphasizes that competent teachers have both in-depth content knowledge as well as skills for effectively imparting that knowledge to students.
The document discusses the concept of a "techno-pedagogue", which refers to a teacher integrating technology into the teaching and learning process. It describes how techno-pedagogy can lessen pressure on teachers and enable deeper student learning. A techno-pedagogue positions educational technologies as the basis for instruction. The role of teachers is evolving with increased technology - they must have skills in pedagogy, technology, and content to guide students in this digital age. As techno-pedagogues, teachers can enhance learning through techniques like facilitating basic skills, active learning, and evaluating progress.
This model guides teachers to go to the depth of the content. And helps students to attain new concepts. So the model has a great attribute on teaching -learning process.
1. The document discusses the principles of curriculum construction, outlining 10 key principles that educationists have established for developing effective curriculums.
2. The principles include making the curriculum child-centered, community-centered, activity-centered, integrated, forward-looking, conservative, able to renew culture, creative, motivating, and suited to student maturity.
3. An effective curriculum considers the needs of students, prepares them for future life, transmits cultural traditions, allows for cultural renewal, fosters creativity, and motivates learning.
The document discusses various types of instructional plans including year plans, unit plans, lesson plans, and resource units. It provides the meaning and steps for developing each type of plan. A year plan involves organizing the curriculum into units and scheduling time for instruction. A unit plan includes selecting and analyzing a unit, determining objectives, and selecting teaching aids and evaluation. Developing a lesson plan requires stating objectives, indicating learning experiences, specifying instructional aids, and proposing evaluation strategies. A resource unit is a comprehensive collection of materials and activities on a topic prepared by subject experts.
It is prepared to understand the basic concepts of syllabus, curriculum and types of curriculum construction. Teacher needs to add in the presentation before use.
The scope of philosophy of education includes:
- Interpreting human nature and its relation to the world and universe.
- Determining the aims and ideals of education.
- Examining the relationships between education and other areas like the economy and politics.
- Analyzing educational values and how they are influenced by philosophical views.
- Studying the relationship between education and theories of knowledge.
- Providing criteria to evaluate the relationships between different components of the education system.
The document discusses the multidisciplinary nature of education. It defines multidisciplinary as combining several academic disciplines or specializations to approach a topic. It provides examples of Malaysia combining subjects like Science and Local Research into Human Nature in 1994. It also discusses allowing students to choose science or arts streams in Form 4. Additionally, it discusses countries like Finland combining universities and the UK embedding design into STEM subjects. The document outlines advantages like relevance between subjects but also challenges like potential lack of information sharing between professionals. Finally, it defines interdisciplinary approach as applying methods of multiple disciplines and discusses benefits like team teaching and enhancing lifelong learning skills.
Educational technology refers to how people use inventions and discoveries to satisfy educational needs and desires in learning. It involves applying a complex, integrated process to analyze and solve problems in human learning. Specifically, educational technology is a field that applies scientific findings and methods to facilitate the learning process through curriculum, instructional design, learning environments, and teaching/learning theories. Related terms like technology in education, instructional technology, technology integration, and educational media are associated with educational technology but not entirely synonymous.
The document discusses the four foundations of curriculum: economic, psychological, philosophical, and sociological. It provides details on each foundation and how they influence curriculum development. The economic foundation focuses on job skills and market needs. The psychological foundation examines learning theories like behaviorism and cognitivism. The philosophical foundation explores perspectives like perennialism and essentialism that influence subject selection. The sociological foundation addresses how curriculum must reflect and preserve a society's culture while understanding global changes.
The document discusses the meaning and definitions of educational technology. It outlines four revolutions in education according to Eric Ashby: 1) shift from parents to teachers as educators, 2) adoption of written word, 3) invention of printing press and books, 4) development of electronics and communication. Educational technology aims to increase learning rates by enabling teachers to teach less and learners to learn more. It involves analyzing teaching/learning processes, exploring component functions, observing effects of manipulation, and translating findings into guidelines. Educational technology can refer to mechanization of the educational process through preserving, transmitting, and advancing knowledge using tools like printing, radio, TV, and research. Overall, educational technology systematically applies scientific knowledge of learning conditions to improve teaching
It discuss about the Morrison teaching model in detail. It also discuss on understanding level of teaching - 1. Focus 2. Syntax and five types 3. Social system and 4. Support system in detail
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework. TPACK describes how teachers' understanding of technology, pedagogy, and content interact and overlap to effectively integrate technology into teaching. It suggests teachers need knowledge in technological content, technological pedagogical, content, and pedagogical content areas. The TPACK framework emphasizes the complex interplay between these components and allows teachers to thoughtfully integrate technology rather than view it as simply an add-on.
Essential requirements of teaching physical sciencesajeena81
The document discusses the essential requirements and competencies needed for teaching physical science. It states that teachers require expertise in a wide range of competencies, including mastery of subject content knowledge, pedagogical content knowledge, and technological pedagogical knowledge. They must integrate professional judgment and apply evidence-based competencies. The document then examines different types of teacher competencies in more depth, including subject competencies, pedagogical competencies, and technological competencies.
Teaching & Learning Frameworks for Integrating Technology in the CurriculumLhemz Mcgregor
This document discusses frameworks for integrating technology into the curriculum. It introduces the TPACK framework, which argues that effective technology integration requires an understanding of the relationships between technology, pedagogy, and content. Teachers must consider their context, like access to technology and time, when planning lessons. When introducing ICT, teachers should emphasize relevant learning over technical skills, engage students, and allow flexibility in assessments. A paradigm shift is needed where students direct more of their own learning. Lessons should follow a five phase model from introduction to evaluation. Five features of effective ICT education practices are developing student autonomy, capability, creativity, quality work, and adding intrinsic value through technology's scope.
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.
Pedagogical content knowledge refers to a teacher's understanding of how to effectively structure and represent academic content for students based on an understanding of common misconceptions and learning difficulties. It builds on content knowledge of a subject area as well as pedagogical knowledge of teaching strategies. Effective teaching requires the flexible integration of content knowledge, pedagogical knowledge, and increasingly, technological knowledge. As technologies continue to evolve, they present new challenges for teachers to apply them in straightforward and stable ways. The three core components of a teacher's knowledge - content, pedagogy, and technology - are interlinked and influence one another. Teachers must be aware of these three knowledge domains to identify and address problems in education.
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 relevance of techno-pedagogic analysis in commerce education, which involves using technology to support pedagogic analysis or the logical breakdown of curriculum from a teacher's perspective.
2. Techno-pedagogic analysis is important in a learner-centered education system as it can make learning experiences more vivid and thorough while improving student learning and teacher effectiveness.
3. While techno-pedagogy has benefits like higher-order thinking, there are also challenges to technological integration like a lack of equipment, training focused only on basic skills, and unsupportive social and institutional contexts.
Effective classroom management and the use of tpack implication for pedagogic...Alexander Decker
This document summarizes a study that investigated teachers' use of instructional materials in the classroom and the relationship between instructional materials and effective classroom management.
The study found that while teachers had a high level of knowledge about instructional materials, they did not often use them in the classroom. A correlation analysis showed a positive and significant relationship between the use of instructional materials and effective classroom management.
The study has implications for both practicing teachers and educational stakeholders in terms of promoting the effective use of instructional materials to support classroom management and pedagogical practices.
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 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.
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.
The document discusses digital pedagogy and its role in education. It begins by explaining how technology has influenced learning through digital tools that allow for self-paced, interactive, and personalized learning. This has led to the development of digital pedagogy, which integrates technology into the teaching-learning process in an active way. It then discusses three key aspects of determining the extent of digital pedagogy: 1) identifying one's digital pedagogy orientation; 2) determining the level of digital pedagogy practice; and 3) evaluating digital pedagogy competence through technology skills. Overall, the document emphasizes that digital pedagogy considers technology not just as a learning tool but as an integral part of the pedagog
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.
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.
21st Century Skills & TPACK (English version)Petra Fisser
Tijdens een conferentie van de Poolse Centre for education development gaf Petra Fisser een keynote presentatie over competenties die leraren nodig hebben om hun leerlingen voor te bereiden op leren en werken in de 21e eeuw, waarbij een belangrijke rol is weggelegd voor de integratie van ict in het onderwijs. Daarbij werden 21st century skills gekoppeld aan het TPACK model.
TEACHING TECHNOLOGY AND INSTRUCTIONAL TECHNOLOGYAnitaGupta91
Teaching with technology is a broad topic that includes the use of media tools integrated within Learning Management Systems (LMS) and/or those run more independently over the Internet. It also involves differing media types (i.e. social or dyadic) and functions (i.e. synchronous or asynchronous).
Instructional technology is the branch of education concerned with the scientific study of instructional design and development. The main purpose of instructional designers is to create engaging, effective learning experiences. There are a variety of models (e.g., ADDIE, Backward Design, ASSURE etc)
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.
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.
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Chapter 2
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Chapter 3
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Chapter 4
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Chapter 5
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Chapter 6
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2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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1. TECHNOLOGICAL PEDAGOGICAL AND CONTENT
KNOWLEDGE (TPACK)
Dr Sajeena S.
Post-Doctoral Research
Fellow (ICSSR)
School of Pedagogical
Sciences
MG University, Kottayam
2. Teacher Education
It is a complicated practice that
requires an interweaving of many
kinds of specialized knowledge.
Teaching requires application of
complex knowledge of teachers
across different cases and contexts
Teacher education is the process of
training that deals with the art of
acquiring professional competencies
and growth. It is an essential exercise
that enhance s the skills of teaching
and learning
It is a truism that without improving
the quality of teacher’s education,
the quality of schools education
cannot be improved (Sharma, 2003)
A sound programme of teacher’s
training and effective teacher
education are essential for the
qualitative improvement of the overall
education system of a nation
3. The National Council for Teacher
Education (NCTE, 1998) defined
teacher education as- A
programme of education, research
and training of persons to teach
from pre-primary to higher
education level
Teacher education is a
programme that is related to the
development of teacher
proficiency and competency that
would enable and empower the
teacher to meet the requirements
of the profession and face the
challenges therein
Teacher education encompasses teaching skills, sound
pedagogical theory and professional skills
5. The emergence of digital natives and digital immigrants has
changed the approach to classroom instruction
Teachers need to understand the changing lives of children
with respect to technology, including how children interact
with technologies in ways that are qualitatively different
than teacher’s technological encounters and histories
Classroom instruction is now characterized by an
acceleration of instructional technologies designed to
increase efficiency, expand productivity, and ultimately
enhance students’ total learning experiences
6. Three Digital Divides
First
Divide
Equal access to technology infrastructure
(computers, multimedia equipment, software etc)
Second
Divide
Access to achievement enhancing technology mediated
instruction in school and technology mediated
activities outside of school
Third
Divide
Access to culturally sensitive TMI teachers knowledge
about multicultural education, and able to incorporate
this knowledge into their pedagogical practice of
teaching with technology
7.
8. Technology
Can develop
student’s
scientific
investigations
and reasoning
Make teaching
learning
process
activity-
oriented,
student-
centered and
inquiry based
Helps
teachers’ to
understand
scientific
concepts and
creativity
Helps to
improve
teachers’
attitudes, self-
confidence and
instructional
applications
9.
10.
11.
12. Teaching with Technology as a Wicked Problem
• Technology integration is often considered as a kind of problem-
solving , the goal of which is to find the appropriate technological
solutions to pedagogical problems.
• One fruitful way of thinking about the complex problem of teaching
with technology is to view it as a ‘wicked problem’ (Rittel & Webber,
1973). Wicked problems have incomplete, contradictory and
changing requirements
• Wicked problems cannot be solved in a traditional linear fashion,
because the problem definition itself evolves as new solutions are
considered and/or implemented
• Wicked problems always occur in social contexts and teaching can be
considered as a wicked problem with full of complexity
16. Content Knowledge (CK)
• It is the knowledge about the actual subject matter that is to be
learned or taught
• Content Knowledge include knowledge of Concepts, Theories,
Ideas, Organizational Frameworks, Knowledge of evidence and
proof, as well as established practices and approaches towards
developing such knowledge
• Knowledge and the nature of inquiry differ greatly between fields
and it is important that teachers understand deeper knowledge
fundamentals of the disciplines in which they teach
• The cost of not having a comprehensive base of content
knowledge can be quite prohibitive; students can receive incorrect
information and develop misconceptions about the content area.
17. Pedagogical Knowledge (PK)
• Pedagogical Knowledge (PK) is teachers’ deep knowledge about the processes and
practices or methods of teaching and learning.
• They encompass overall educational purposes, values, and aims. This generic form
of knowledge applies to understanding how students learn, general classroom
management skills, lesson planning, and student assessment.
• It includes knowledge about techniques or methods used in the classroom; the
nature of the target audience; and strategies for evaluating student understanding.
• A teacher with deep pedagogical knowledge understands how students construct
knowledge and acquire skills and how they develop habits of mind and positive
dispositions toward learning.
• Pedagogical knowledge requires an understanding of cognitive, social, and
developmental theories of learning and how they apply to students in the
classroom.
18. Pedagogical Content Knowledge (PCK)
• PCK is consistent with and similar to Shulman’s idea of knowledge of
pedagogy that is applicable to the teaching of specific content.
• PCK covers the core business of teaching, learning, curriculum,
assessment and reporting, such as the conditions that promote
learning and the links among curriculum, assessment, and pedagogy.
• An awareness of common misconceptions and ways of looking at
them, the importance of forging connections among different
content-based ideas, students’ prior knowledge, alternative teaching
strategies, and the flexibility that comes from exploring alternative
ways of looking at the same idea or problem are all essential for
effective teaching.
19. Technology Knowledge (TK)
• Technology knowledge (TK) is always in a state of flux—more so than
the other two core knowledge domains in the TPACK framework
(pedagogy and content)
• Knowledge about certain ways of thinking about and working with
technology, tools and resources and working with technology can
apply to all technology tools and resources
• This includes understanding IT broadly enough to apply it productively
at work and in everyday life, being able to recognize when IT can
assist or impede the achievement of a goal and being able to
continually adapt to changes in information technology for
information processing.
20. Technological Content Knowledge (TCK)
• It is about an understanding of the manner in which technology
and content influence and constrain one another
• Teachers need to master more than the subject matter they teach
• They must have a deep understanding of the manner in which the
subject matter can be exchanged by the application of particular
technologies
• Teachers need to understand which specific technologies are best
suited for addressing subject-matter learning in their domains and
how the content dictates or perhaps even changes the technology
or vice versa
21. Technological Pedagogical Knowledge (TPK)
• TPK 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, a deeper understanding of the constraints and affordances of
technologies and the disciplinary contexts within which they function is needed.
• TPK becomes particularly important because most popular software programs
are not designed for educational purposes
• Teachers need to reject functional fixedness (Duncker, 1945) and develop skills
to look beyond most common uses for technologies, reconfiguring them for
customized pedagogical purposes
22. Technology, Pedagogy, and Content Knowledge (TPACK)
TPACK is an
emergent form
of knowledge
that goes
beyond all three
“core”
components
(content,
pedagogy, and
technology)
TPACK is the basis of effective teaching with
technology, requiring an understanding of the
representation of concepts using technologies;
pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of
what makes concepts difficult or easy to learn and
how technology can help redress some of the
problems that students face; knowledge of students’
prior knowledge and theories of epistemology; and
knowledge of how technologies can be used to build
on existing knowledge to develop new epistemologies
or strengthen old ones.
23. Sustainable pathway for technology adoption
The gaps identified in computer skill-based programmes can be bridged by
redesigning the training packages to focus on TPACK (Mishra & Koehler (2006)
If the teachers need to adequately integrate technology across different
subject areas in the school curriculum, they need to demonstrate a firm
mastery of TPACK
TPACK is an amalgamation of teachers’ knowledge of curriculum content,
general pedagogies, technologies, and contextual factors that influence
learning in the specific context.
One approach through which teachers can acquire skills to effectively adopt
technology in classroom is by working through different stages of professional
development to blend technology, content and pedagogy
26. Teachers begin to use basic technologies and recognize their potential
in enhancing teaching and learning various subject areas
Recognizing
Stage
Accepting
Stage
Teachers accept the technology as being inevitable in their daily
practices and begin to integrate technology in their lessons. At this
stage teachers begin to seek professional development opportunities in
technological integration
Adapting
Stage
Teachers start demonstrating of the benefits of using technology as a
teaching and learning tool. They begin to explore and experiment with
technology as tools to enhance curriculum practices
Exploring
Stage
Teachers are motivated through the use of technology review of
traditional lesson plans of various subject areas to integrate ICT
Advancing
Stage
Here teachers understand the need to innovate various aspects of
school curriculum with the modification of the school curriculum to
integrate technology in every subject area
27. Implications of the TPACK Framework
• The TPACK framework seeks to assist the development of better
techniques for discovering and describing how technology-related
professional knowledge is implemented and instantiated in practice
• The TPACK framework offers several possibilities 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.
• It allows teachers, researchers, and teacher educators to move
beyond oversimplified approaches that treat technology as an “add-
on”
28. Hints for ensuring TPACK rather than PCK
Create learning and sharing culture where there are opportunities for the
staff to develop their technological skill
Run workshops organized as school but run by colleagues or students who
are already at Mastery or better level, to further support their development
Give students the opportunity to show their skills through Digital Leader
Opportunities
Don’t let the technology dictate learning, combine pedagogy with content
knowledge
Provide opportunities for staff to meet to discuss the developments they
have encountered using technology
Build a set of core apps which all staff can use at mastery level so that
consistency, confidence and competency can flourish
29. Application of TPACK Analysis in Classroom Teaching
Use of TPACK in Course Designing
TPACK Framework can be used by teachers as a means for designing ICT integrated
Curriculum, Technology driven teaching learning activities and Web-based Assessment Tools.
Teachers can incorporate online course projects and assignments and online tests as part of
the course.
TPCK is helpful for them to explore different tools and design lessons that demonstrate ways
that they can use technology in conjunction with content and pedagogy to support student
learning.
Use of TPACK in planning Lessons
To decide the learning outcomes to be attained through the lesson.
To choose appropriate learning experiences and pedagogical strategies related to the
implementation of the lesson in the class.
To identify specific activities that will comprise the learning experience.
To select appropriate assessment strategies for the lesson and
To choose technology tools that match their content and pedagogy.
30. Recommendations for teacher educators
• Move away from offering technology experiences and courses in isolation and toward
providing these experiences within the content area courses
• Work with teacher education faculty members to define and implement TPACK within each
of the content area methods and courses
• Emphasize the concept of teacher as a designer in both pre-service and in-service teacher
education experiences
• Hire new content area teacher educators and arts and science faculty who have rich design
experiences with educational technologies
• Help teacher educators and both pre-service and in-service teachers to understand the
affordances and constraints of the complete range of educational technologies in each of
the content areas.
• Help teacher educators and both pre-service and in-service teachers understand the nature
of the wicked TPACK problem along with context-dependence of their multi solutions to the
problem
• Foster research and development work on the development of TPACK
31. Conclusion
• Teaching with technology is a difficult thing to do well. The
TPACK framework suggests that content, pedagogy, technology
and teaching/learning contexts have the roles to play
individually and together
• Teaching successfully with technology requires continually
creating, maintaining and re-establishing a dynamic equilibrium
among all components
32. References
• AACTE Committee on Innovation and Technology. Handbook of Technological Pedagogical
Content Knowledge (TPCK) for Educators. Routledge
• Garba, S. A., &Alademerin, C. A (2014). Exploring the readiness of Nigerian colleges of
education toward pre-service teacher preparation for technology integration. International
Journal of Technology and Inclusive Education, 3(2), 335-343.
• Jang, S. J., & Tsai, M. F. (2012). Exploring the TPACK of Taiwanese elementary mathematics and
science teachers with respect to use of interactive whiteboards. Computers & Education, 59(2),
327-338.
• Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge
(TPACK)? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Koehler, M.J., & Mishra, P. (2008). Introducing TPCK. AACTE Committee on Innovation and
Technology (Ed.), The Handbook of Technological Pedagogical Content Knowledge (TPCK) for
Educators (pp. 3-29). Mahwah, NJ: Lawrence Erlbaum Associates.
• Shulman, L. (1986). Those who understand: Knowledge growth in teaching. Educational
Researcher, 15(2), 4-14.
• Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard
Educational Review, 57(1), 1-22.