Techno-pedagogy

“ 21st century’s teacher should be a techno-pedagogue ”

Techno-pedagogy

                  “Electronically mediated courses that integrate sound pedagogic principles of teaching/learning with the use of technology " ~H. Connors~  

The objective is not to prepare technocrats, but to develop techno-pedagogues.
Techno-pedagogy is the art of incorporating technology in designing teaching learning experiences so as to enrich the learning outcome
i.e., to make use of Internet technology, exploring it, accessing information from it to use in teaching learning process.

Scope of techno-pedagogy

• Enhance linguistic abilities

• Develop teaching learning process

• Improve to develop study materials

• Design multi-grade instruction

• Plan specific pedagogy

• Support in Distance Education through e-learning

• Guide and Counsel for career choices

• Stimulate Self Learning ability

• Enhance enrollment and examination process

• Assist in research activities

• Reinforce for cognitive learning

• Development of life skills

• Develop aesthetic sensibility 

Techno-pedagogic Skills/Competencies

• Skill to assess the potential and limits of technologies for learning.

• Skill to carry out a need analysis to introduce technologies in a pedagogical sequence.

• Skill to handle basic tools and applications, and solve simple technical problems.

• Skill to design appropriate tasks.

• Skill to design for intersections within and outside the classroom.

• Skill to invest new and interactive technologies congruence with the nature of the subject. 

•  Skill to manage time and optimize the integration of technologies.                                 

TPACK

TECHNOLOGICAL  PEDAGOGICAL CONTENT KNOWLEDGE

        

                  TPACK is a frame work to understand and describe the kinds of knowledge needed by a teacher for effective pedagogical practice in a technology enhanced learning environment. It simply means the technological & pedagogical  analysis of content knowledge

                         Mishra & Koehler added technology as a modeling element to Lee Shulman’s Pedagogical Content Knowledge (PCK). Teachers, according to Shulman, need to master the interaction between pedagogy and content in order to implement strategies that help students to fully understand the content.

             The TPACK framework extends Shulmans’  notion of PCK by including knowledge of technology. They proposed that addressing content knowledge, pedagogical knowledge and technological knowledge concurrently provides a frame work for technological integration in the curriculum.

         The TPACK focuses on the mutual influence of technological knowledge, pedagogical knowledge and content knowledge so as to ensure fruitful learning situation.

The Seven Components of TPACK

1.      Technological Knowledge  (TK)

1.      Content Knowledge (CK)

1.      Pedagogical Knowledge (PK)

1.      Pedagogical Content Knowledge (PCK)

1.      Technological Content Knowledge (TCK)

1.      Technological Pedagogical Knowledge (TPK)

1.      Technological Pedagogical Content Knowledge (TPACK)

                   

                     

The Concept of TPACK -Venn Diagram

                  

   

Technological Knowledge (TK)

               

              TK includes an understanding of how to use computer software and 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.

                    Nowadays, IT can be utilized for a variety of pedagogical tasks, such as research, communication, media consumption and creation.

Content Knowledge (CK)

                    

                 CK refers to the teacher’s knowledge about the subject matter to be learned or taught. This includes the knowledge about scientific terms, facts, concepts, laws, principles, hypotheses, theories, ideas as well as established practices and approaches towards developing such knowledge. In short, CK represents  the subject competency of the teacher.

Pedagogical Knowledge (PK)

                   

                    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/practices and methods/techniques of teaching and learning.

                   This knowledge involves, understanding how students learn, understanding of classroom management activities, the role of student motivation, lesson planning, proper use of improvised learning aids for knowledge construction and assessment of learning.

                    In short PK refers to the conducive way of planning, organizing and executing the teaching learning process so as to ensure maximum output.

Pedagogical Content Knowledge (PCK)   

                    

                    PCK refers to the knowledge of understanding the unique interplay between content and pedagogy. The nature of the subject/topic, psychology of the learner, psychology of learning etc. are the important factors that determine the appropriate selection of the methods/techniques for teaching. (e.g.; art, drama, puppetry, role play, nature rambling, field trips, laboratory method, project method etc.)

                 The teacher interprets the subject matter (CK- facts, concepts, principles etc.), finds multiple ways to represent it (method), and adopts most suitable instructional materials (learning aids), based on students’ prior knowledge. This promotes fruitful learning by interlinking pedagogy, assessment and curriculum.

Technological Content Knowledge (TCK)

                       

                  TCK describes knowledge of the reciprocal relationship between technology and content. An understanding of the manner in which technology and content influences one another. Teachers need to master more than the subject matter 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.

E.g,: Edubuntu, Virtual Labs, Virtual field trips,  e-brary, educational software like Kalzium, Dynamic periodic table, Celestia, Rasmol, PhET etc.

Technological Pedagogical Knowledge (TPK)

                     

                 TPK identifies the reciprocal relationship between technology and pedagogy. An 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.

               For example, collaborative writing can take place with Google Docs or Google Hangouts instead of face-to-face meetings, extending collaborative activities over distances.

                  The advent of online learning is an outcome of techno-pedagogical knowledge.Incorporating technological knowledge in pedagogical designs and strategies. LMS, MOOCs, MOODLE etc. are best examples.

Technological Pedagogical Content Knowledge (TPACK)

      

                 TPACK as a synthesised resource of Technological knowledge (TK), Content knowledge (CK), Pedagogical knowledge (PK), Pedagogical content knowledge (PCK), Technological content knowledge (TCK), Technological pedagogical knowledge (TPK) with a focus upon how technology can be uniquely crafted to meet pedagogical needs to teach certain content in specific contexts so as to ensure fruitful learning.

TPACK as a tool for effective learning;

·     As a knowledge for the representation of concepts using technologies.

·     As a knowledge about pedagogical techniques 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 the problems that learners’ face.

·   As a knowledge of students’ prior knowledge and theories of epistemology and knowledge of how technologies can be used to build on existing knowledge to develop new epistemology or strengthen old ones.