TPACK
•Download as PPTX, PDF•
0 likes•324 views
The document discusses Technological Pedagogical Content Knowledge (TPACK), which is a framework for how teachers effectively deliver content using technology. It describes the three main components of TPACK as content knowledge, pedagogical knowledge, and technological knowledge. Content knowledge is mastery of the subject matter, pedagogical knowledge is knowledge of how to teach, and technological knowledge is how to use technology to enhance learning. TPACK integrates all three types of knowledge to assist teachers in using technology effectively in their lessons.
Report
Share
Report
Share
Recommended
TPACK
This document describes the author's development of understanding T-PACK, a framework for 21st century teaching, over the course of a university class. Initially, the author created a Venn diagram showing strong content knowledge but little technology knowledge or T-PACK understanding. After learning about educational technologies and theories, the author reassessed their knowledge, showing growth especially in technology knowledge and T-PACK. While more remains to be learned, the course provided a foundation for integrating technology, teaching, and content.
Tpack best practice with a 21st century makeover
Here are some examples of how to apply TPACK:
Content: American History
Strategy: Summarizing and note taking
Tool: Google Docs
Activity: Students work in groups to summarize key events of the Civil War era and take notes in a shared Google Doc.
Content: English
Strategy: Cooperative learning
Tool: Edmodo
Activity: Students collaborate on Edmodo to analyze a novel and discuss themes, posting questions and comments to help each other develop a deeper understanding.
Content: Science
Strategy: Nonlinguistic representations
Tool: ThingLink
Activity: Students create digital images using ThingLink to represent scientific concepts and share their creations to teach their classmates.
Technology pedagogical content knowledge (tpack) and technology integration p...
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.
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.
TPACK Development
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
The tpack framework
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
TPACK powerpoint
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Technological Pedagogical Content Knowledge
The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
Recommended
TPACK
This document describes the author's development of understanding T-PACK, a framework for 21st century teaching, over the course of a university class. Initially, the author created a Venn diagram showing strong content knowledge but little technology knowledge or T-PACK understanding. After learning about educational technologies and theories, the author reassessed their knowledge, showing growth especially in technology knowledge and T-PACK. While more remains to be learned, the course provided a foundation for integrating technology, teaching, and content.
Tpack best practice with a 21st century makeover
Here are some examples of how to apply TPACK:
Content: American History
Strategy: Summarizing and note taking
Tool: Google Docs
Activity: Students work in groups to summarize key events of the Civil War era and take notes in a shared Google Doc.
Content: English
Strategy: Cooperative learning
Tool: Edmodo
Activity: Students collaborate on Edmodo to analyze a novel and discuss themes, posting questions and comments to help each other develop a deeper understanding.
Content: Science
Strategy: Nonlinguistic representations
Tool: ThingLink
Activity: Students create digital images using ThingLink to represent scientific concepts and share their creations to teach their classmates.
Technology pedagogical content knowledge (tpack) and technology integration p...
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.
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.
TPACK Development
The document discusses TPACK (Technological Pedagogical Content Knowledge), which is a framework for understanding the knowledge teachers need for effective technology-enhanced teaching. It begins by defining TPACK and discussing where the concept began. It then explains that the author has learned technology enhances but does not replace traditional pedagogy, helps students by being carefully chosen, and requires technological, pedagogical and content knowledge to work together to support learning. The author reflects on having overcome intimidation about technology integration and understanding how to use it for enhancement and differentiation, as well as the need to continually build knowledge in these interconnected areas to benefit students.
The tpack framework
This document discusses the TPACK framework, which analyzes the combination of technological knowledge, pedagogical knowledge, and content knowledge that teachers should possess. It provides background on the development of the TPACK framework since 1986. It then explains the three core domains - technological knowledge, pedagogical knowledge, and content knowledge. It also describes the overlapping domains that are created by the intersection of the three core domains: technological content knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The document aims to provide a closer look at each of the domains within the TPACK framework.
TPACK powerpoint
This document reflects on a student's learning about the TPACK framework for effectively integrating technology, pedagogy, and content knowledge in teaching. Through their education course, the student has realized that while technology can help or hinder learning, it must be carefully balanced with pedagogical and content considerations. Examples are provided of both effective and ineffective uses of technology in the classroom, and the student's own TPACK diagram evaluates their developing knowledge across the three domains.
Technological Pedagogical Content Knowledge
The document discusses the components of TPACK - Technological Pedagogical Content Knowledge. It explains that TPACK involves understanding technological knowledge, pedagogical knowledge, and content knowledge. Specifically, it defines technological knowledge as knowledge of how to use technologies, pedagogical knowledge as understanding effective teaching strategies, and content knowledge as having knowledge of the subject matter being taught. The document suggests that to teach effectively with technology, one needs to understand how to integrate technology with appropriate teaching methods for transmitting specific content.
Integrating Technology into Your Instruction with TPACK (2014)
Integrating Technology into Your Instruction with TPACK (2014)Michigan State University Libraries - Information Literacy
This document discusses TPACK, a framework for effectively integrating technology into teaching. TPACK focuses on the interplay between content knowledge, pedagogical knowledge, and technological knowledge. It was developed by education researchers at Michigan State University as an extension of pedagogical content knowledge. The document explains the seven components of TPACK, including technological pedagogical content knowledge, and provides an example activity of how to apply TPACK in an instructional setting by selecting a content topic, pedagogy, and technology.EDU210 - Module 12 TPACK Reflection
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
TPACK/TPCK - is it the model for designing learning in the digital age?
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
TPACK Reflection
The document discusses the author's learning and understanding of the TPACK framework before and after taking an education course. Initially, the author had no knowledge of TPACK and its importance for teachers. Through the course, the author gained an understanding of TPACK as the intersection of technological, pedagogical, and content knowledge that teachers need. By the end of the course, the author's knowledge in each area had improved, especially their ability to integrate technology into lessons to effectively deliver content to students.
TPACK Framework Presentation
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The Changes in my TPACK Knowledge
This document describes a student's journey in developing their knowledge of TPACK (technological pedagogical content knowledge) over the course of a semester. At the start, the student felt most comfortable with technology and content aspects, but lacked knowledge of pedagogy. Throughout the term, the student learned more about effective teaching strategies and how to integrate technology. By the end, the student had a more well-rounded understanding of TPACK and how it can help teachers create lessons catered to diverse learners. However, they recognize there is still more to learn, especially regarding different learning styles.
Tpack and technology integration
The document discusses the TPACK framework for integrating technology into teaching. TPACK stands for technological pedagogical content knowledge and considers the intersections between technology, pedagogy/teaching methods, and content knowledge. It explains that effective technology integration requires understanding how technology can be used to teach specific content. The document provides descriptions of technology, pedagogy, and content knowledge and discusses using technology to support different activity types to build and express student understanding.
21st Century Skills & TPACK (English version)
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.
Itec tpack activities - tools
This document provides information and resources for teachers to integrate technology into lessons based on the Iowa Core content areas. It discusses using activity types that pair specific concepts and skills from the Iowa Core with appropriate technologies. A five-step process is outlined for lesson planning that begins with selecting learning goals based on the Iowa Core, choosing learning activities, selecting digital tools, determining how well the tools fit the activities, and rating the level of technology integration. Resources are shared for finding the right digital tools, including lists of activity types supporting the Iowa Core and tools recommended for each type. Rubrics and matrices are also provided for assessing technology integration in lessons.
Technological pedagogical content knowledge
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGI...
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGIC CONTENT KNOWLEDGE , RESOURCE MAPPING,MEDIA,SOCIAL SCIENCE LABORATORY
2011 03-10 alayyar fisser voogt measuring tpack site
The document discusses measuring teachers' Technological Pedagogical and Content Knowledge (TPACK) with a focus on adding measures of teachers' attitudes and skills. It describes a study in Kuwait that measured TPACK, attitudes, and skills in pre-service science teachers before and after participating in technology-integrated lesson design teams. The study found increases in various TPACK domains as well as attitudes and skills for teachers who received blended online and in-person support compared to only in-person support. It recommends continuing to measure TPACK along with related constructs like skills, competence, and attitudes toward technology in education.
Tpack as a framework for technology driven teaching and
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
TPACK: E-learning africa 2011
This paper was presented at the E-Learning Africa conference held in Dar es salaam, Tanzania from 25th to 27th May, 2011.
TPaCK based reflection
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
Tpack Presentation
The document discusses different types of knowledge that teachers need: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK which integrates all types of knowledge. It then provides examples and asks the reader to identify which type of knowledge each example demonstrates.
TPACK
TPACK is a framework for effective teaching with technology that requires teachers to have knowledge in three main domains: 1) pedagogical knowledge, or knowledge of teaching methods and strategies; 2) content knowledge, or knowledge of the subject matter being taught; and 3) technological knowledge, or knowledge of technologies and how to use them. Effective teaching with technology involves understanding how to represent concepts using technologies, using technologies in constructive ways to teach content, and how technology can help address difficulties students face in learning.
Online Assignment on Techno-Pedagogic Content Analysis
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
Technological pedagogical content knowledge
This document presents the Technological Pedagogical Content Knowledge (TPCK) framework. It discusses that effective teaching requires an understanding of how technology, pedagogy and content interact. The TPCK framework builds on Shulman's notion of Pedagogical Content Knowledge by emphasizing the connections between content, pedagogy and technology. It identifies seven domains of teacher knowledge: content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework supports constructivist teaching and inquiry-based learning.
T pack 2013
This document discusses the TPACK framework for integrating technology, pedagogy, and content knowledge. It explains that TPACK considers how understanding the relationship between these three elements can help teachers develop effective technology-integrated lessons. The document provides examples of the "7 pieces of the TPACK pie" and guidelines for applying TPACK in lesson planning, including identifying research-based instructional strategies, selecting appropriate technologies, and creating learning activities. Teachers are encouraged to reflect on how technology can represent content in new ways and maximize existing technologies to teach and assess learning.
Modelo TPACK
El documento describe la importancia de basar la planificación educativa primero en el currículo y las necesidades de aprendizaje de los estudiantes en lugar de centrarse en las herramientas tecnológicas. Explica que se requiere conocimiento pedagógico, del contenido y tecnológico, así como su integración a través del conocimiento del contenido pedagógico tecnológico (TPACK), para seleccionar efectivamente las tecnologías que apoyen el aprendizaje de los estudiantes. Finalmente, en
Acompanamiento planificacion clases Cecilia Sagol
Este documento resume las ideas clave sobre cómo acompañar a los docentes en el diseño de clases con tecnologías de la información y la comunicación (TIC). Explica que el diseño de clases con TIC involucra decisiones curriculares, pedagógicas y tecnológicas, y que es importante ayudar a los docentes a tomar estas decisiones enfocándose en los objetivos de aprendizaje, abriendo posibilidades tecnológicas y anticipando cambios en la dinámica del aula. También promueve recursos educ
More Related Content
What's hot
Integrating Technology into Your Instruction with TPACK (2014)
Integrating Technology into Your Instruction with TPACK (2014)Michigan State University Libraries - Information Literacy
This document discusses TPACK, a framework for effectively integrating technology into teaching. TPACK focuses on the interplay between content knowledge, pedagogical knowledge, and technological knowledge. It was developed by education researchers at Michigan State University as an extension of pedagogical content knowledge. The document explains the seven components of TPACK, including technological pedagogical content knowledge, and provides an example activity of how to apply TPACK in an instructional setting by selecting a content topic, pedagogy, and technology.EDU210 - Module 12 TPACK Reflection
This document discusses the TPACK framework, which analyzes the ideal combination of technological and pedagogical choices made by a teacher to effectively convey content. It can be visualized as a Venn diagram showing overlap between technological, pedagogical, and content knowledge. The goal is for teachers to develop equal interactions between these three domains over time. Examples are given of how the author used various technologies like Blendspace, SMART boards, and Edmodo to integrate technology and convey content knowledge in pedagogically sound ways in accordance with the TPACK model.
TPACK/TPCK - is it the model for designing learning in the digital age?
This document discusses frameworks for designing learning in the digital age. It introduces the TPACK/TPCK framework, which describes the intersections between technological, pedagogical and content knowledge. Other models discussed include SAMR, the Technology Integration Assessment Rubric, and the Arizona Technology Integration Matrix. The document asks how TPACK might look in different contexts and lists some digital learning design approaches along with possible supporting technologies. It promotes the idea that technology integration is more about challenging beliefs about pedagogy than just using technology. The next webinar is announced as focusing on ideas that disrupt and transform education.
TPACK Reflection
The document discusses the author's learning and understanding of the TPACK framework before and after taking an education course. Initially, the author had no knowledge of TPACK and its importance for teachers. Through the course, the author gained an understanding of TPACK as the intersection of technological, pedagogical, and content knowledge that teachers need. By the end of the course, the author's knowledge in each area had improved, especially their ability to integrate technology into lessons to effectively deliver content to students.
TPACK Framework Presentation
The document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK describes the complex interaction between three bodies of knowledge: content, pedagogy, and technology. Effective teaching with technology depends on flexible understanding in these three areas. The framework requires teachers to negotiate between content, pedagogy, and technology. There are seven knowledge areas within TPACK including: content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, technological pedagogical knowledge, and TPACK.
The Changes in my TPACK Knowledge
This document describes a student's journey in developing their knowledge of TPACK (technological pedagogical content knowledge) over the course of a semester. At the start, the student felt most comfortable with technology and content aspects, but lacked knowledge of pedagogy. Throughout the term, the student learned more about effective teaching strategies and how to integrate technology. By the end, the student had a more well-rounded understanding of TPACK and how it can help teachers create lessons catered to diverse learners. However, they recognize there is still more to learn, especially regarding different learning styles.
Tpack and technology integration
The document discusses the TPACK framework for integrating technology into teaching. TPACK stands for technological pedagogical content knowledge and considers the intersections between technology, pedagogy/teaching methods, and content knowledge. It explains that effective technology integration requires understanding how technology can be used to teach specific content. The document provides descriptions of technology, pedagogy, and content knowledge and discusses using technology to support different activity types to build and express student understanding.
21st Century Skills & TPACK (English version)
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.
Itec tpack activities - tools
This document provides information and resources for teachers to integrate technology into lessons based on the Iowa Core content areas. It discusses using activity types that pair specific concepts and skills from the Iowa Core with appropriate technologies. A five-step process is outlined for lesson planning that begins with selecting learning goals based on the Iowa Core, choosing learning activities, selecting digital tools, determining how well the tools fit the activities, and rating the level of technology integration. Resources are shared for finding the right digital tools, including lists of activity types supporting the Iowa Core and tools recommended for each type. Rubrics and matrices are also provided for assessing technology integration in lessons.
Technological pedagogical content knowledge
The document discusses the TPCK (Technological Pedagogical Content Knowledge) framework, which aims to guide more effective teacher training by considering how teachers can integrate technology, pedagogy, and content knowledge. It provides examples of how the TPCK framework has been applied in teacher education courses focusing on using technology for teaching and learning. Finally, it outlines the benefits of having a theoretical framework like TPCK to conceptualize and improve how teachers apply technology in their instruction.
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGI...
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGIC CONTENT KNOWLEDGE , RESOURCE MAPPING,MEDIA,SOCIAL SCIENCE LABORATORY
2011 03-10 alayyar fisser voogt measuring tpack site
The document discusses measuring teachers' Technological Pedagogical and Content Knowledge (TPACK) with a focus on adding measures of teachers' attitudes and skills. It describes a study in Kuwait that measured TPACK, attitudes, and skills in pre-service science teachers before and after participating in technology-integrated lesson design teams. The study found increases in various TPACK domains as well as attitudes and skills for teachers who received blended online and in-person support compared to only in-person support. It recommends continuing to measure TPACK along with related constructs like skills, competence, and attitudes toward technology in education.
Tpack as a framework for technology driven teaching and
The document discusses the TPACK framework for technology-driven teaching and learning. TPACK combines the teacher's technological knowledge, content knowledge, and pedagogical knowledge. This framework shows how these knowledge areas intersect and integrate technology to make teaching more engaging, relevant, and effective. The document also introduces the SMART model for infusing technology into teaching, which represents different levels of technology integration from substitution to redefinition.
TPACK: E-learning africa 2011
This paper was presented at the E-Learning Africa conference held in Dar es salaam, Tanzania from 25th to 27th May, 2011.
TPaCK based reflection
This document discusses different types of classrooms and teachers over time. It describes a masterful 20th century classroom with strong content and good application of learning theory. A modern classroom uses technology for engagement but activities stray from essential learnings. An inspired 21st century classroom focuses on essential learnings through varied technology-enabled activities applying good learning theory.
Tpack Presentation
The document discusses different types of knowledge that teachers need: content knowledge (CK), pedagogical knowledge (PK), pedagogical content knowledge (PCK), technological knowledge (TK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), and TPACK which integrates all types of knowledge. It then provides examples and asks the reader to identify which type of knowledge each example demonstrates.
TPACK
TPACK is a framework for effective teaching with technology that requires teachers to have knowledge in three main domains: 1) pedagogical knowledge, or knowledge of teaching methods and strategies; 2) content knowledge, or knowledge of the subject matter being taught; and 3) technological knowledge, or knowledge of technologies and how to use them. Effective teaching with technology involves understanding how to represent concepts using technologies, using technologies in constructive ways to teach content, and how technology can help address difficulties students face in learning.
Online Assignment on Techno-Pedagogic Content Analysis
This document discusses techno-pedagogical content knowledge analysis in commerce education. It begins with introducing commerce education and its importance, as well as the objectives of commerce education. It then discusses pedagogical analysis and its steps. Next, it covers technology, advantages of technology, and techno-pedagogy. It analyzes techno-pedagogical content knowledge and the challenges of teaching with technology. Finally, it discusses e-commerce, online education, challenges in commerce education, and concludes on the need to integrate technology and make commerce education more practical and socially aware.
Technological pedagogical content knowledge
This document presents the Technological Pedagogical Content Knowledge (TPCK) framework. It discusses that effective teaching requires an understanding of how technology, pedagogy and content interact. The TPCK framework builds on Shulman's notion of Pedagogical Content Knowledge by emphasizing the connections between content, pedagogy and technology. It identifies seven domains of teacher knowledge: content knowledge, pedagogical knowledge, pedagogical content knowledge, technological knowledge, technological content knowledge, technological pedagogical knowledge, and technological pedagogical content knowledge. The framework supports constructivist teaching and inquiry-based learning.
T pack 2013
This document discusses the TPACK framework for integrating technology, pedagogy, and content knowledge. It explains that TPACK considers how understanding the relationship between these three elements can help teachers develop effective technology-integrated lessons. The document provides examples of the "7 pieces of the TPACK pie" and guidelines for applying TPACK in lesson planning, including identifying research-based instructional strategies, selecting appropriate technologies, and creating learning activities. Teachers are encouraged to reflect on how technology can represent content in new ways and maximize existing technologies to teach and assess learning.
What's hot (20)
Integrating Technology into Your Instruction with TPACK (2014)
Integrating Technology into Your Instruction with TPACK (2014)
TPACK/TPCK - is it the model for designing learning in the digital age?
TPACK/TPCK - is it the model for designing learning in the digital age?
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGI...
INTER RELATIONSHIP BETWEEN TECHNOLOGY, PEDAGOGY AND CONTENT- TECHNO PEDAGOGI...
2011 03-10 alayyar fisser voogt measuring tpack site
2011 03-10 alayyar fisser voogt measuring tpack site
Tpack as a framework for technology driven teaching and
Tpack as a framework for technology driven teaching and
Online Assignment on Techno-Pedagogic Content Analysis
Online Assignment on Techno-Pedagogic Content Analysis
Viewers also liked
Modelo TPACK
El documento describe la importancia de basar la planificación educativa primero en el currículo y las necesidades de aprendizaje de los estudiantes en lugar de centrarse en las herramientas tecnológicas. Explica que se requiere conocimiento pedagógico, del contenido y tecnológico, así como su integración a través del conocimiento del contenido pedagógico tecnológico (TPACK), para seleccionar efectivamente las tecnologías que apoyen el aprendizaje de los estudiantes. Finalmente, en
Acompanamiento planificacion clases Cecilia Sagol
Este documento resume las ideas clave sobre cómo acompañar a los docentes en el diseño de clases con tecnologías de la información y la comunicación (TIC). Explica que el diseño de clases con TIC involucra decisiones curriculares, pedagógicas y tecnológicas, y que es importante ayudar a los docentes a tomar estas decisiones enfocándose en los objetivos de aprendizaje, abriendo posibilidades tecnológicas y anticipando cambios en la dinámica del aula. También promueve recursos educ
Revolución francesa (1)
La Revolución Francesa tuvo lugar debido a varias causas económicas como el aumento de precios y la crisis financiera, así como el déficit estatal. Esto llevó a oposición de los privilegiados a la reforma fiscal y el deseo de la burguesía de acceder al poder. Los resultados incluyeron la desaparición del antiguo régimen monárquico y la soberanía nacional, con la burguesía tomando el poder político y las ideas revolucionarias extendiéndose por Iberoamérica y el nacionalismo y liberalismo por
Portales educativos
El documento describe los principales aspectos de los portales educativos. Explica que son sitios web que ofrecen múltiples servicios a la comunidad educativa como información, recursos didácticos y herramientas de comunicación. También describe algunos tipos de portales como tiendas virtuales, redes de escuelas y webs de profesores, e identifica algunos ejemplos de portales educativos dominicanos como Educando, Internet Sano de Indotel y El Cole.
Estándares para el siglo XXI
Los estándares para el siglo XXI se enfocan en el desarrollo de habilidades del siglo XXI como la flexibilidad, la iniciativa y las habilidades sociales. También enfatizan la comprensión profunda de temas a través de asignaturas curriculares e interdisciplinarias utilizando datos y herramientas del mundo real. Los estándares toman en cuenta múltiples medidas de habilidad y conocimiento para preparar a los estudiantes para problemas y situaciones del mundo real.
Matriz planificador (1)
El documento presenta la matriz de valoración de un portafolio interactivo digital y planificador de proyecto. El proyecto se titula "Tic's: Una reflexión filosófica sobre la tecnología" para grado 10o en el área sociales-filosofía. La matriz evalúa aspectos como la formulación del proyecto, los objetivos de aprendizaje, la planificación curricular, la estrategia pedagógica, la metodología, la evaluación y las oportunidades de aprendizaje diferenciado.
1. modelo tpack
El documento describe el modelo TPACK, un marco teórico para promover la integración de las TIC en la escuela. El modelo TPACK incluye siete dimensiones de conocimiento que los profesores necesitan para usar efectivamente las tecnologías en el aula: conocimiento tecnológico (TK), pedagógico (PK), del contenido (CK), pedagógico del contenido (PCK), tecnológico-pedagógico (TPK), tecnológico del contenido (TCK) y tecnológico pedagóg
Ejemplos de los constructos del modelo tpack
Este documento define los siete constructos del modelo TPACK para la integración de la tecnología en la enseñanza. Define cada constructo (TK, PK, CK, PCK, TPK, TCK y TPACK) y proporciona un ejemplo de cada uno.
Modelo tpack
El documento describe el modelo TPACK para la integración efectiva de la tecnología en la enseñanza. El modelo propone pasar de un enfoque centrado en la tecnología a uno centrado en el estudiante. Explica los conocimientos que debe tener un profesor, incluyendo conocimiento disciplinar, pedagógico y tecnológico, así como la integración de estos. Finalmente, argumenta que el modelo es aplicable y necesario para mejorar la calidad de la educación aunque se enfrenta a desafíos como la formación docente
Viewers also liked (9)
Similar to TPACK
Tpack2
The document discusses Technological Pedagogical Content Knowledge (TPACK), which is a framework that describes how teachers effectively integrate technology, pedagogy, and content knowledge. TPACK addresses a teacher's mastery of content knowledge, pedagogical knowledge, and technological knowledge. Specifically, content knowledge is the subject matter expertise, pedagogical knowledge is understanding how to teach, and technological knowledge is how to use technology to enhance learning. TPACK is about combining these three areas of teacher knowledge to assist teaching.
Tpack2
The document discusses Technological Pedagogical Content Knowledge (TPACK), which is a framework that describes how teachers effectively integrate technology, pedagogy, and content knowledge. TPACK addresses a teacher's mastery of content knowledge, pedagogical knowledge, and technological knowledge. Specifically, content knowledge refers to a deep understanding of the subject matter being taught. Pedagogical knowledge involves understanding how to teach and manage instruction. Technological knowledge means understanding how to use technology to enhance learning. TPACK is about combining these three areas of knowledge to assist teaching.
TPACK Reflection
TPACK refers to the integration of technological, pedagogical, and content knowledge. It describes how effective teaching requires balancing these three elements. When technology, teaching methods, and subject matter are integrated successfully, it allows students to gain knowledge most effectively and teachers to instruct in a balanced way.
online Assignment
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.
ICT in Teaching _ Learning.pptx
The document discusses instructional technology and its importance in teaching and learning. It defines instructional technology as techniques that aim to promote effective learning, whether through media or not. Instructional technology is concerned with instructional design and developing models for creating engaging learning experiences. Finally, it discusses TPACK - Technological Pedagogical Content Knowledge, which is the idea that effective teaching requires deep understanding of the subject content, pedagogical techniques, and technological tools.
Mapa de-tpack .
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.
Online assignment
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.
Edu 210 module 12
This document discusses the TPACK framework for effective technology integration in teaching. TPACK stands for technological pedagogical content knowledge and recognizes that teachers need knowledge in technology, pedagogy, and their subject content, as well as the intersections between these domains. The document defines each component of TPACK - technological knowledge, content knowledge, pedagogical knowledge, pedagogical content knowledge, technological pedagogical knowledge, and technological content knowledge. It also reflects on the author's own TPACK, recognizing their strengths in content knowledge but needing growth in effectively integrating technology. The goal of TPACK is to encourage purposeful use of technology that enhances teaching and student learning.
Tpack
TPACK stands for technological pedagogical content knowledge, and is what all teachers are supposed to work towards in the classroom. When broken down, content knowledge means knowing the necessary information in a particular subject, pedagogical knowledge means knowing how to teach this information to students, and technological knowledge means knowing how to effectively incorporate technology into a lesson plan.
It is important for every teacher to understand the concepts of TPACK, because our world is becoming more and more technologically advanced. Students are used to having technology in their daily lives and the constant stimulation they provide. For this reason, it would be unwise for a teacher to completely ignore technology or leave it out of the classroom. Technology is becoming an imperative aspect of classroom learning. However, technology must be used wisely and purposefully. It should only be incorporated into a lesson plan if it will enhance the students’ learning.
This leads to an important aspect of TPACK: it is not only about technology. First and foremost, a teacher should know the subject they are teaching and how to teach it. Technology does not replace pedagogical or content knowledge, but rather adds another dimension to it. Arguably, the most effective teachers will be the ones that understand and use the concepts of TPACK in the classroom. I, as a future teacher, have a responsibility to my students and my school to be that effective teacher, who knows how to provide students with an excellent education in the 21st century.
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.
Online assignment
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.
TPCK
The document discusses the importance of teachers developing techno-pedagogical skills and competencies in the 21st century. It defines key concepts like techno-pedagogy, technological pedagogical content knowledge (TPACK), and the skills needed by teachers to effectively integrate technology into their teaching practice. TPACK provides a framework to understand the types of knowledge needed for technology-enhanced learning and the interplay between technological knowledge, pedagogical knowledge, and content knowledge.
Pedagogy pdf
The document discusses technological pedagogical content knowledge (TPACK) and its importance for effective technology integration in teaching. TPACK is a framework that describes the different types of knowledge teachers need, including content knowledge, pedagogical knowledge, technology knowledge, pedagogical content knowledge, technological content knowledge, and technological pedagogical content knowledge. The purpose of TPACK is to understand how to combine content, pedagogy and technology effectively in technology-enhanced learning environments.
M1 (2)
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.
Akhila
This document discusses the Technological Pedagogical Content Knowledge (TPACK) framework for teacher knowledge. TPACK builds on Shulman's construct of pedagogical content knowledge to include technology knowledge. The TPACK framework argues that effective technology integration requires understanding the relationships between technology, pedagogy, and content. TPACK consists of seven knowledge areas and describes the complex interaction between content, pedagogy, and technology that produces flexible knowledge for technology integration in teaching. Measuring teacher TPACK is challenging and an area of ongoing research.
My Portfolio in Educational Technology
This portfolio will help future educators to be aware of the capabilities of a teacher that must be present on themselves. In addition, this will also help the institution and the teachers to have proper implementation of technology in order for their students to learn better,actively and progressively.
TPACK Framework by Mishra and Kohler Tech for teaching
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
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.
Technological Pedagogical Analysis of Content Knowledgeac
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.
Unpacking tpack
The document discusses two models of TPACK (Technological Pedagogical Content Knowledge). The first model is described as simple but lacking detail in its knowledge areas. The second model expands on this by including technological knowledge, technological content knowledge, and technological pedagogical knowledge. It is argued that all areas must be present for teachers to have adequate technology knowledge for their classrooms. An example is given of how a Mandarin Chinese teacher's knowledge of language, teaching experience, and working knowledge of technology trends helps her utilize technologies appropriately in daily lessons.
Similar to TPACK (20)
TPACK Framework by Mishra and Kohler Tech for teaching
TPACK Framework by Mishra and Kohler Tech for teaching
Technological Pedagogical Analysis of Content Knowledgeac
Technological Pedagogical Analysis of Content Knowledgeac
Recently uploaded
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
The History of Stoke Newington Street Names
Presented at the Stoke Newington Literary Festival on 9th June 2024
www.StokeNewingtonHistory.com
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
Practical manual for National Examination Council, Nigeria.
Contains guides on answering questions on the specimens provided
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...Nguyen Thanh Tu Collection
https://app.box.com/s/y977uz6bpd3af4qsebv7r9b7s21935vdBenner "Expanding Pathways to Publishing Careers"
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
HYPERTENSION - SLIDE SHARE PRESENTATION.
IT WILL BE HELPFULL FOR THE NUSING STUDENTS
IT FOCUSED ON MEDICAL MANAGEMENT AND NURSING MANAGEMENT.
HIGHLIGHTS ON HEALTH EDUCATION.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
BBR 2024 Summer Sessions Interview Training
Qualitative research interview training by Professor Katrina Pritchard and Dr Helen Williams
A Visual Guide to 1 Samuel | A Tale of Two Hearts
These slides walk through the story of 1 Samuel. Samuel is the last judge of Israel. The people reject God and want a king. Saul is anointed as the first king, but he is not a good king. David, the shepherd boy is anointed and Saul is envious of him. David shows honor while Saul continues to self destruct.
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
This Dissertation explores the particular circumstances of Mirzapur, a region located in the
core of India. Mirzapur, with its varied terrains and abundant biodiversity, offers an optimal
environment for investigating the changes in vegetation cover dynamics. Our study utilizes
advanced technologies such as GIS (Geographic Information Systems) and Remote sensing to
analyze the transformations that have taken place over the course of a decade.
The complex relationship between human activities and the environment has been the focus
of extensive research and worry. As the global community grapples with swift urbanization,
population expansion, and economic progress, the effects on natural ecosystems are becoming
more evident. A crucial element of this impact is the alteration of vegetation cover, which plays a
significant role in maintaining the ecological equilibrium of our planet.Land serves as the foundation for all human activities and provides the necessary materials for
these activities. As the most crucial natural resource, its utilization by humans results in different
'Land uses,' which are determined by both human activities and the physical characteristics of the
land.
The utilization of land is impacted by human needs and environmental factors. In countries
like India, rapid population growth and the emphasis on extensive resource exploitation can lead
to significant land degradation, adversely affecting the region's land cover.
Therefore, human intervention has significantly influenced land use patterns over many
centuries, evolving its structure over time and space. In the present era, these changes have
accelerated due to factors such as agriculture and urbanization. Information regarding land use and
cover is essential for various planning and management tasks related to the Earth's surface,
providing crucial environmental data for scientific, resource management, policy purposes, and
diverse human activities.
Accurate understanding of land use and cover is imperative for the development planning
of any area. Consequently, a wide range of professionals, including earth system scientists, land
and water managers, and urban planners, are interested in obtaining data on land use and cover
changes, conversion trends, and other related patterns. The spatial dimensions of land use and
cover support policymakers and scientists in making well-informed decisions, as alterations in
these patterns indicate shifts in economic and social conditions. Monitoring such changes with the
help of Advanced technologies like Remote Sensing and Geographic Information Systems is
crucial for coordinated efforts across different administrative levels. Advanced technologies like
Remote Sensing and Geographic Information Systems
9
Changes in vegetation cover refer to variations in the distribution, composition, and overall
structure of plant communities across different temporal and spatial scales. These changes can
occur natural.
Recently uploaded (20)
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BIOLOGY NATIONAL EXAMINATION COUNCIL (NECO) 2024 PRACTICAL MANUAL.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
BÀI TẬP BỔ TRỢ TIẾNG ANH 8 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2023-2024 (CÓ FI...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Traditional Musical Instruments of Arunachal Pradesh and Uttar Pradesh - RAYH...
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Film vocab for eal 3 students: Australia the movie
Film vocab for eal 3 students: Australia the movie
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
LAND USE LAND COVER AND NDVI OF MIRZAPUR DISTRICT, UP
TPACK
- 1. Technological pedagogical content knowledge (TPACK) is a framework that describes teachers' knowledge of pedagogy to effectively and efficiently deliver content pedagogically using technologically enhanced learning environment
- 2. Content knowledge is the mastery of what to teach. The subject matter. Like I have adequate knowledge of Social Studies and I am well prepared to teach them.
- 3. Pedagogical knowledge is the knowledge of how to teach or management. This course partly deal with pedagogical knowledge in relation to technology. using this knowledge with my teaching in different countries I am comfortable to used marvelous pedagogical approach in teaching.
- 4. Technological knowledge is the how to use technology for effect learning. So, technology helps to understand new concepts and manage learning regardless of place, pace and time. So now technology is part of teaching and learning of 21st century. To that end, I am very happy to take this course as it has widened the horizon of my technological knowledge which I am going to use for my teaching.
- 5. TPACK is about integrating three bodies of knowledge i.e. content of the teaching, the pedagogy of teaching and the material or technologies to to assist teaching
- 6. TPACK is about integrating three bodies of knowledge i.e. the content of the teaching, the pedagogy of teaching and the technologies to assist teaching. So technology is