PEDAGOGY ONLINE ASSIGNMENT
EDU 10.10:Techno-pedagogic content knowledge analysis
ONLINE ASSIGNMENT
Topic: Technological Pedagogical Content Knowledge
Submitted by
NasmiFathima.S
2nd sem BEd Social Science
Introduction
Techno pedagogic content knowledge is a frame work to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enganced learning environment. It simply means the technological and pedagogical analysis of content knowledge. Mishra and Kohler added technology as a modelling element to Lee shulman:s pedagogical content knowledge. They proposed that addressing content knowledge, pedagogical knowledge and Technological Knowledge concurrently provides a frame work for technological integration in the curriculum. It focuses on the mutual influence of technology, pedagogy and content so as to ensure fruitful learning situation.
Technological Pedagogical Content Knowledge (TPACK)
Technological development reached to Indian school classrooms in 1960s. Now India widely uses the technological assistance for teaching and transaction. Technology is highly advanced from the good old OHP to the most advanced devices. Computer and allied components and internet become essential to the classroom teaching. The technology alone will not be worthy for a classroom. Effective uses of pedagogical principles through technological devices are the essential thing. We must redefine pedagogy to go on with the technology. This is the initial step of Technological Pedagogical Content Knowledge.
Technological pedagogical content knowledge is essential to a social science teacher. Social science teacher can do active teaching with the techno-pedagogy. The following points can be traced out in this regard:
The technological knowledge enhances teachers to teach effectively
The technology alone can’t work effectively in a classroom. TPACK blends the technology, content and pedagogy for progressive utilization. TPACK consists of 7 different knowledge areas. They are:
• Content Knowledge (XK)
• Pedagogical Knowledge (PK)
• Technology Knowledge (TK)
• Pedagogical Content Knowledge (PCK)
• Technological Content Knowledge (TCK)
• Technological Pedagogical Knowledge (TPK)
• Technological Pedagogical Content Knowledge (TPACK)
TPACK is the interaction of three primary forms of knowledge: Content, Pedagogy and Technology. The relationship between these three items can be illustrated as follows
Technology knowledge
Technology knowledge refers to an understanding of the way that technologies are used in a specific content domain. For example, for social science teachers, it is an understanding of the range of technologies that historians or economists or exerts in geography use in social science and allied subjects. Within the context of technology integration in schools, it appears to most often refer to digital technologies such as laptops, the Internet, and software applications.
Technology knowledge includes an understanding of how to use computer softwareand hardware, presentation tools such as document presenters and projects and other technologies used in educational contexts. Knowledge about certain ways of thinking about and working with technology its tools and resources.
This includes understanding information technology broadly enough to apply it productively at work and everyday life, being able to recognize the role of IT in the attainment of a goal and being able to adapt with changes in the information technology. Now a days, IT can be utilized for a variety of pedagogical tasks, such as research, communication, media consumption and creation.
Content Knowledge
Content knowledge includes knowledge of concepts, theories, and conceptual frameworks as well as knowledge about accepted ways of developing knowledge. For example It is the knowledge in any areas of social science.
Content knowledge to thr teacher's knowledge about the subject matter to be learned or taught. This includes thr knowledge about scientific terms, facts, concepts, laws, principles, hypotheses, theories, ideas as well ad established practices and approaches towards developing such knowledge. In short, CK represents the subject competency of the teacher
Pedagogical Knowledge
Pedagogical knowledge is the knowledge in pedagogy as a science of instruction. It includes general knowledge about how students learn, teaching approaches, methods of assessment and knowledge of different theories of learning.
Pedagogical knowledge is the set of skills that teachers must develop in order to manage and organize teaching and learning activities for intended learning outcomes. It is the teacher's deeper knowledge about the processes/practicea and methods/techniques of teaching and learning. This knowledge involves understanding how students learn, understanding of classroom management activities, the role of studeny motivation, lesson planning, proper use of improvised learning aidsfor knowledge construction and assessment of learning.
In short pedagogy Knowledge refers to the conductive way of planning, organizing, and executing the teaching learning process. So executing the teaching learning process so as to ensure maximum output.
Pedagogical Content Knowledge
Pedagogical content knowledge is knowledge about how to combine pedagogy and content effectively. This is knowledge about how to make a subject understandable to learners. PCK includes knowledge of what makes a subject difficult or easy to learn, as well as knowledge of common misconceptions and likely preconceptions students bring with them to the classroom.
The nature of the topic, psychology of the learner, psychology of the learning etc are the important factors that determine the appropriate selection of the methods/techniques for teaching like drama, puppet, field trip etc. The teacher interprets the subject matter finds mutiple ways to represent it and adopts most suitable instructional materials based on student prior knowledge. This promotes fruitful learning by interlinking pedagogy, assessment and curriculum.
Technological Content Knowledge
Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content. For example, digital animation makes it possible for students to conceptualize how electrons are shared between atoms when chemical compounds are formed.
An understanding of the manner in which technology and content influences one another. Teachers need to master more than the subject mattet they teach also they must have deep understanding of the manner in which the subject matter can be changed by the application of particular technologies. Teacher should be aware of the innovative technologies available in the global market for the effective transaction of the subject matter. Eg:Edmundo, virtual labs, virtual labs, virtual field trips etc
Technological Pedagogical Knowledge
Technological pedagogical knowledge refers to the affordances and constraints of technology as an enabler of different teaching approaches. For example online collaboration tools may facilitate social learning for geographically separated learners.
It is understanding of how teaching and learning can change when technologies are used in particular ways. This includes knowing technological tools for appropriate pedagogical designs and strategies. Technological Pedagogical Knowledge makes it possible to understand what technology can do for certain pedagogic goals and for teachers to select the most appropriate tool based on its appropriateness for the specific pedagogical approach.
The advent of online learning is an outcime of techno pedagigical knowledge incorporating technological knowledge in pedagogical design amd strategies. LMS, MOOCs, MOODLE etc
Technological Pedagogical Content Knowledge
Technological pedagogical content knowledge refers to the knowledge and understanding of the interplay between CK, PK and TK when using technology for teaching and learning. It includes an understanding of the complexity of relationships between students, teachers, content, practices and technologies
TPCK, Techno-Pedagogical Content Knowledge, is a Content Knowledge specially processed for theí purpose of teaching by incorporating appropriate instructional strategies (Pedagogical) and technological tools (Techno). Koehler and Mishra defined TPCK as “a theoretical Framework that describes the relationships between Content Knowledge (CK), Pedagogical Knowledge (PK) and Technological Knowledge (TK).” (Koehler and Mishra, 2009). It is the knowledge needed by a teacher for effective teaching of the Subject in a technology enhanced learning environment. From the above definition, it is clear that there are three basic knowledge domains (CK, PK and TK) out of which seven knowledge domains needed for effective technology integration can be derived. They are – CK, PK, TK, PCK, TPK, TCK and TPCK. CK refers to subject-matter knowledge and the ability to identify content-specific learning goals. PK refers to the theoretical and methodological knowledge needed to develop appropriate instruction. TK refers to teachers’ knowledge and proficiency with technology tools. The three domains CK, PK and TK are combined to form four additional constructs such as: PCK, TPK, TCK and TPCK. Technological Content Knowledge (TCK) refers to the reciprocal relationship between Technology and Content, the understanding that technology tools can be used to support content-specific learning goals. The relationship between pedagogy and content, or PCK, refers to the practitioner knowledge needed to develop and deliver effective content-specific instruction. Technological Pedagogical Knowledge (TPK) relates to the understanding of how Technology can influence teaching and learning. When knowledge of Technology, Content and Pedagogy blend together effectively, the result is TPCK—a unique body of knowledge that supports a teacher’s ability to accommodate TK within CK and PK to develop effective technology-integrated lessons (Harris et al., 2009). TPCK is a judicious blending of the knowledge of ICT in the teaching of a subject.
TPACK as a tool for effective learning
• As a knowledge for the representation of concepts using technologies
• As a knowledge about pedagogical techniqyes that use technologies in constructive way to teach the content.
• As a knowledge of how technology makes concepts difficult or easy to learn and how technology can help to redress some of thr problems that learners face.
• As a knowledge pf students prior knowledge and theories of epistemology and knowledge of how technologies can be usef to build on existing knowledge to develop new epistemology or strengthen old ones.
Application of TPCK Analysis in Class room teaching
• Use of TPCK in Course Designing
TPCK Framework can be used by teachers as a means for designing ICT integrated Curriculum, Technology driven teaching learning activities and Web-based Assessment Tools. Further, 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 TPCK in planning Lessons
Teachers can use the TPCK Framework as a guide to plan their lessons for teaching.
They use it:
Q To decide the learning outcomes to be attained through the lesson.
Q To choose appropriate learning experiences and pedagogical strategies related to the implementation of the lesson in the class.
Q To identify specific activities that will comprise the learning experience.
Q To select appropriate assessment strategies for the lesson and
Q To choose technology tools that match their content and pedagogy.
Use of TPCK in Teaching – An Example from Social Science
To cite an example from Social Science Subject, let me introduce the topic ‘Population Growth in India’.
• Step I. As a teacher, it is our first duty to select a portion of subject matter from the text book. Suppose we select a portion containing the nature of population in our country. For the last several decades, our population had been growing alarmingly. The growth of population in our country during a decade is about 16 crores which is more than the total population of some advanced countries like Japan. This knowledge is termed as: Content Knowledge (CK).
• Step II. For teaching the above learning points, let us convert them into a teaching content by incorporating them with teaching methods and learning activities. For this, we analyse the content into concepts facts and terms. To teach the alarming growth of population in our country, we prepare a histogram showing the population in every decade from 1901 to 2011. Students observe this diagram and find out the increase in population in every decade. From the chart, they can find out the rate of growth of growth of population in every decade. We can also use a Pie Diagram showing the population of major countries of the world for getting a clear comparison of the population of different countries of the world. By observing the above devices, students can have a clear understanding about the nature of our population and that of other countries. This knowledge is now called: Pedagogical Content Knowledge (PCK). Here, we have converted the CK into PCK.
• Step III. Now, in order to make our teaching more effective, we incorporate some technological aspects in this knowledge. For this, we download the images, videos and other information from internet with the help of a computer and prepare a power point presentation material for its effective transaction in the class. A video showing the evil effects of over population in coastal and other back ward areas is incorporated in the presentation. In this way, we can integrate technology in the pedagogical content knowledge. Now this knowledge is termed as Techno-Pedagogical Content Knowledge (TPCK).
Conclusion
TPCK is an effective frame work to make the teaching – learning process learner friendly. It also helps in reducing the complexity of the subject matter. It is a modern innovative instructional strategy that integrates ICT judiciously with the so called pedagogical content Knowledge. It takes into consideration individual differences in the class. It converts the conventional teacher a modern ‘Techno-Pedagogue’, who is well versed in using technology integrated materials in the teaching learning process.
References
• Jackson, P. W. (1968). Life in the classroom. New York: Holt, Rinehart and Winston.
• Koehler, M. J. & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
• Mishra, P. & Koehler, M. J. (2006). Technological pedagogical content knowledge: A framework for integrating technology in teacher knowledge. Teachers College Record, 108(6), 1017-1054.
