Technological,pedagogical analysis of content knowledge(tpack) 2
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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.
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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.
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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.
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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.
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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.
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1. Pedagogical analysis involves breaking down the content of a subject into smaller subunits and subtopics to effectively structure lessons.
2. It also includes formulating instructional objectives using approaches like Bloom's taxonomy, selecting appropriate teaching strategies matched to the content, and evaluating whether the objectives were achieved.
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It provides good training for information seeking
and retrieval behaviour.
It inculcates the self learning attitude among the
students.
It provides information analysis and research atti
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It develops the learning experiences from various
sources.
Assignment must be relevant to the subject taught to the student.
This should reflect the affinities with the subject contents in the text book concerned.
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1. Pedagogical analysis involves breaking down the content of a subject into smaller subunits and subtopics to effectively structure lessons.
2. It also includes formulating instructional objectives using approaches like Bloom's taxonomy, selecting appropriate teaching strategies matched to the content, and evaluating whether the objectives were achieved.
3. Conducting a thorough pedagogical analysis helps ensure smooth and effective teaching by logically sequencing content and assessing learning outcomes.
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It develops the learning experiences from various
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The document introduces the TPACK framework for integrating technology into teaching. TPACK combines three knowledge areas - technological knowledge, content knowledge, and pedagogical knowledge. It was developed building upon Shulman's pedagogical content knowledge framework by adding the dimension of technology. The TPACK framework illustrates how the three knowledge areas intersect and relate to each other. At the intersection of all three knowledge areas is the total TPACK, which represents what teachers should know about how to teach with technology in order to make learning more engaging and relevant.
TPACK IN A GEOGRAPHY CLASSROOM.pptx
The document discusses the TPACK framework, which explains the forms of knowledge teachers need to effectively integrate technology into teaching. It identifies three primary knowledge forms: content knowledge, pedagogical knowledge, and technological knowledge. It then describes the seven areas of knowledge that comprise TPACK - the intersections of these three primary knowledge forms. Finally, it assigns homework for students to discuss challenges of technology integration and how TPACK prepares teachers for these challenges.
TPACK as a Framework for Technology Driven Teaching and Learning
The document discusses frameworks for integrating technology in teaching, including TPACK and SAMR models. It defines TPACK as the intersection of technological, pedagogical, and content knowledge that describes a 21st century teacher's capabilities. SAMR categorizes technology use from substitution to augmentation to modification to redefinition. The document also identifies learning theories and selecting appropriate technologies for instructional plans and assessments.
Technological Pedagogical Content Knowledge
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.
Tpack
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.
Tpack
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.
Online assignment prasad
The document discusses the importance of techno-pedagogic analysis in commerce education. It argues that techno-pedagogy, which refers to weaving technological skills into the learning process, is now a key factor in educational success. It presents a framework for technological pedagogical content knowledge (TPACK) that recognizes the interplay between content, pedagogy, and technology. The challenges of teaching with newer digital technologies are also addressed. The conclusion emphasizes that techno-pedagogic analysis, while complex, can dramatically improve student learning and teacher effectiveness in commerce and other disciplines.
Technological pedagogical and content knowledge
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.
Technology integration tpack
The document discusses TPACK (Technological Pedagogical Content Knowledge), a framework for teacher knowledge. It introduces TPACK as the intersection of technology, pedagogy, and content knowledge. It describes Pedagogical Content Knowledge (PCK), which refers to the relationship between subject knowledge and teaching methods. PCK involves transforming content for teaching using multiple representations and adapting to student prior knowledge. The document then defines the three components of TPACK: technology knowledge, technology content knowledge, and technology pedagogical knowledge. It concludes by noting TPACK's implications for effectively integrating technology into teaching.
Tpack
The document discusses Technological Pedagogical Content Knowledge (TPACK), a framework for understanding the knowledge needed by teachers for effective technology-enhanced teaching. TPACK builds on Lee Shulman's idea of pedagogical content knowledge by including technology. The framework highlights the complex relationships between content, pedagogy, and technology. It identifies several types of knowledge teachers need, including content knowledge, pedagogical knowledge, technological knowledge, as well as their intersections.
Repurposed presentation.TPACK.
This presentation discusses the TPACK framework, which describes the types of knowledge needed by teachers for effective technology integration in the classroom. The TPACK framework builds upon Shulman's PCK model by including technological knowledge. It argues that effective technology use requires an understanding of the complex relationship between technology, pedagogy, and content knowledge. The presentation outlines the different knowledge areas within the TPACK framework and notes that teachers' use of technology is also limited by the resources and environment available within their specific teaching context.
Shelton chapter 2
This document discusses interactive whiteboards (IWBs) and how teachers can effectively integrate them into classroom instruction. It defines IWBs and their components. It discusses frameworks like TPCK that teachers can use to determine how to balance technology, pedagogy and content. It also addresses challenges of implementing IWBs and the stages teachers may progress through, from initially using them as a substitute for traditional whiteboards to fully synergizing technology, pedagogy and content. The document stresses the importance of ongoing professional development and support for teachers as they learn to incorporate new technologies.
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Technological,pedagogical analysis of content knowledge(tpack) 2
- 1. A CONCEPTUAL ANALYSIS
- 2. CK - CONTENT KNOWLEDGE PK- PEDAGOGICAL KNOWLEDGE TK -TECHNOLOGICAL KNOWLWDGE PCK –PEDAGOGICAL CONTENT KNOWLEDGE TCK-TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE
- 3. frame work describes the type of teacher knowledge required to teach effectively with technology in classroom Introduces a new set of variables into the teaching context and add complexity due to its rapidly changing native Provides a unifying structure as well as a guidance for appropriate technology integration
- 4. According to Shulman a teacher should master the interaction between the pedagogy & content inorder to impliment strategies that help students to fully understand content Teacher must understand how technology,pedagogy & content interrelate & create a form of knowledge that goes beyond the three separate knowledge bases
- 5. Tk CKPK
- 6. TK Includes understanding of technology (computer,software,hardware,presentation tools such as a document presenters & project & other technologies) used in educational context TK
- 7. Knowledge or specific nature of a dicipline or subject matter.Teacher’s are expected to master the content they teach. CK varies greatly between different educational context CK
- 8. PK describes knowledge regarding teaching,different teaching methods,such as knowing how to organise activities in a way conductive to students fconstructive building of knowledge. It is a set of skills that teaches must devolop in order to manage and organise teaching & learning activities for intended learning outcomes. It involves,but is not limited to an understanding of classroom management,the role of student & assesment of learning. PK
- 9. According to shulman,effective teaching requires understanding of content and pedagogy. Different contends need different methods of teaching. PK CK
- 10. It describes a reciprocal relationship between technology and content, Technology impacts what we know and introduces new ways to represent a particular content in a particular pattern. TK CK
- 11. It describes reciprocal relationship between technology and pedagogy It possible to understand what technology can do for certain pedagogic goals &for teachers to select the most appropriate tool based on its appropriateness for specific pedagogical approach. TK PK
- 12. Describes how technology can be uniquely crefted to meet pedagogical needs to teach certain content in specific context. It represents important aspects in teaching. For the teachers with TPCK, knowledge of technology,pedagogy & content is synthesized &put to use for the design of learning experiances for students. TPACK frame work takes all the variables at once creates effective teaching with technology.
- 13. MEERA RAJAN NATURAL SCIENCE MOUNT TABOR TRAINING COLLEGE PATHANAPURAM 2014-2015