TPCK

The technological revolution has prompted a

fundamental shift in our understanding of pedagogy
and its related practices. Traditionally, teaching did
not require that the instructor also be learner, but
only expert. Those who taught could do so in
communicative (non-)interaction with the learner in
a manner of talking-at. This is no longer adequate.
Techno-pedagogy demands that lifeworld experience
be enmeshed in hyperlearning. Neither theory nor
practice, singularly, is a viable method of instruction
-- regardless of the discipline and its methodological
heritage. Teachers must now interact with learners
by talking-through.
Literally, 'pedagogy' refers to the art-science of
teaching and 'techno' refers to the art-skill in
handcrafting, derived from the Latin 'texere' (to
weave or fabricate). Here, 'techno' is a qualifier; it
intersects or crosses the meaning of 'pedagogy' with
its own. Techno-pedagogy refers to weaving the
techniques of the craft of teaching into the learning
environment itself. It requires conscious recognition
of the mediated learning environment in order to

maximize the ease and clarity in the transmission of

information. It may also be used to describe the
medium-specific learning strategies inherent in each
technological form: where the medium facilitates or
contributes to the learning process in such a way that
another medium would not be able to -- an
environmental uniqueness. Techno-pedagogy, then,
necessarily implies that there is not only one valid or
legitimate method of instruction per discipline nor
per medium (nor per learner!). Creativity is an
essential aspect of the successful learning
environment. Additionally, generating multiple
strategies for learning (per concept, per medium
and/or per learner) within one mediated learning
environment (or product) brings to fruition the idea
of a postmodern pedagogy, defined in terms of
praxis. It is a metaphorical interweaving of fact and
fiction, text and texture, imagination and myth, word
and image, language and symbol. The educational
media developer must always strive to reach as
many factors involved in the contextual interplay as
possible, simultaneously frustrated and awe-struck in
awareness that such knowledge will never be
complete.

Content Knowledge (CK)

Content knowledge may be defined as a
thorough grounding in college-level subject matter
or command of the subject. It may also include
knowledge of concepts, theories, and conceptual
frameworks as well as knowledge about accepted
ways of developing knowledge.

Pedagogical Knowledge (PK)

Pedagogical knowledge includes generic
knowledge about how students learn, teaching
approaches, methods of assessment and knowledge
of different theories about learning. This knowledge
alone is necessary but insufficient for teaching
purposes. In addition a teacher requires content
knowledge.
Pedagogical Content Knowledge (PCK)
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.
Technological Content Knowledge (TCK)
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.
Technological Pedagogical Knowledge (TPK)
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.
Technological Pedagogical Content Knowledge
(TPCK)

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

Technology

Techno Pedagogy
Technology and Education
The technological revolution has prompted a
fundamental shift in our understanding of pedagogy

and its related practices. Traditionally, teaching did

not require that the instructor also be learner, but
only expert. Those who taught could do so in
communicative (non-)interaction with the learner in
a manner of talking-at. This is no longer adequate.
Techno-pedagogy demands that life world
experience be enmeshed in hyper learning. Neither
theory nor practice, singularly, is a viable method of
instruction -- regardless of the discipline and its
methodological heritage. Teachers must now interact
with learners by talking-through.
Pedagogical approach
Pedagogically speaking, cognitive and
constructivist learning theories serve as anchors in
the design process of our computerized learning
environments. These theories define the role of the
learner differently from the behaviorist model,
where the student is seen as a funnel and the teacher,
the information provider. Thanks to the work of the
constructivists and cognitive scientists, we now
know that the learner plays an active role in building
his knowledge and that he has a unique and personal
way of thinking and learning, although subjected to
some universal cognitive limitations.

Techno pedagogy
Techno-pedagogy is a key deciding factor in
whether an educational media product is successful
or not. What exactly is meant by this term? Literally,
'pedagogy' refers to the art-science of teaching and
'techno' refers to the art-skill in handcrafting,
derived from the Latin 'texere' (to weave or
fabricate). Here, 'techno' is a qualifier; it intersects or
crosses the meaning of 'pedagogy' with its own.
Techno-pedagogy refers to weaving the techniques
of the craft of teaching into the learning environment
itself. It requires conscious recognition of the
mediated learning environment in order to maximize
the ease and clarity in the transmission of
information.
What are the key elements of any ICT based
pedagogical design?
In any pedagogical design the key elements are:
The learning needs
The public target
The learning objectives

The content
How to measure the outcomes
In the specific case of ICT:
The level of technology knowledge of the
students
How we can use technology to improve the
experience of learning
Talking Towards Techno-Pedagogy:
1) What are pedagogical approaches you use in
social science classes?
2) Kinds of resources you encounter and need for
class
3) What roles and responsibilities do you currently
assume regarding the use and instruction of
technology?
4) What goals do you have for collaboration in this
area?
5) What resources are you considering devoting to
its future development?
E-Learning
e-Learning is defined as learning
facilitated and supported through the use of

information and communications technology (ICT).

The e-learning and Pedagogy programme aims to
ensure that e-Learning should be pedagogically
sound, learner-focused and accessible
Virtual learning environment (VLE)
A virtual learning environment (VLE) or learning
platform, is an e-learning education system
based
on
the web that
models
conventional in-person education by
providing
equivalentvirtual access
to
classes, class content, tests, homework,
grades, assessments, and other external
resources such as academic or museum
website links..
Virtual field trip
A virtual field trip is a guided
exploration through the World Wide
Web that organizes a collection of prescreened, thematically based web
pages into a structured online learning
experience.

It is an inter-related collection of images,

supporting text and/or other media,
delivered electronically via the World
Wide Web, in a format that can be
professionally presented to relate the
essence of a visit to a time or place. The
virtual experience becomes a unique part
of the participants' life experience.
Pedagogy and eLearning
e-Learning
and
collaborative/co-constructive
pedagogies go together. The dynamics of classrooms
change when e-Learning is part of the regular
learning
environment.Using
collaborative,
interactive pedagogies that also foster co-operation,
appear to lead to effective learning and better
teacher/student relationships over time.Technology
in classrooms becomes an effective tool when
teachers deliberately use them in relation to
appropriate and targeted pedagogical practices.

ICT in Class room

From Behaviourism to Constructivism
- Psychological way of thinking
- Construction of knowledge
- Inquiry/ Scientific method
- Learning through social interaction
- Global society
- Bring society into the class room
(Internet & Multi- media merits)
Impact of ICT
1. Higher order thinking
2. Divergent thinking
3. Scientific temperament
4. Learning by doing
5. Real & concrete experience
6. Learner centered teaching & learning
7. Concept of Multiple Intelligence
8. Both IQ & EQ develops
9. Equal opportunity to all
10. Considering individual difference
11. Co- operative & Collaborative learning
12. Play-way method- Stress on games

How can the use of ICTs help improve the quality of

education?

Motivating to learn.
Facilitating the acquisition of basic skills
Enhancing teacher training
Active learning
Collaborative learning
Creative Learning
Integrative learning
Evaluative learning

Internet as a Mass Media

Main functions:
-Collection, distribution & interpretation of
information
-Provision of a medium for different types
communication like text voice, on-line etc
-Entertainment & Socialisation

-Transmission of social heritage from one region

to another & from one generation to other
-Enrichment of economy & culture
-Provision of a worldwide single communication
channel
On-line teaching Merits
-Informal & non- formal education
-Low cost & time saving
-Privacy
-Self Pacing
-Individual difference
-No need for formal set up
-Self motivation & self discipline

Content & Design of an on-line Teaching material

The scope of the materials should be determined & a
creative treatment should be made. The subject

expert should specify what will be taught & how it

will be presented
How much content should an e-lesson include?
A single e-lesson should not take more than 30
minutes of learning time.
How many pages of content should the SME
submit to create a single e-lesson?
There are no precise rules on this; it depends on
the level of complexity and on the number of
questions and interactions in the lesson. For a 30minute e-lesson that included 30 screens (using an
estimate of 1 minute per screen of, for example, a
text/image or a feedback window), approximately
10-15 pages of content would be required.
Tips for developing a demonstration-practice lesson
You can use an animation (e.g. a flash animation)
to demonstrate the procedure. This should be
accompanied by a detailed verbal explanation, in the
form of written text or audio comment.
Allow the learner to control the animation by
providing play, pause, stop and reload buttons.

 Integrate different media to present the example

(e.g. a picture and text or audio narration). If the
example is long or complex, break it up into smaller
components.
Display on-screen text to provide the best
readability and clarity. If possible, use diagrams,
graphs and flow charts to help the learners
understand the content.
What is blended learning?
This refers to learning models that combine
traditional classroom practice with e-learning
solutions. For example, students in a traditional class
can be assigned both print-based and online
materials, have online mentoring sessions with their
teacher through chat, and are subscribed to a class
email list.
Blending was prompted by the recognition that
not all learning is best achieved in an electronicallymediated environment, particularly one that
dispenses with a live Instructor altogether.

Pedagogy and webogogy

The Internet provides a wide range of scope for

integrating varied learning experiences and making
learning holistic. All of the resources developed by
an individual teacher could be shared in a web forum
for further refining the lesson plans.
The various skills and competencies to be developed
on the part of student teachers would be:
Surfing the Internet and locating useful
information from the Internet for the development of
lesson plans.
Developing lessons plans incorporating student
use of technology in the learning process.
Evaluating and selecting appropriate software for
a particular subject and per student needs.
Generating printed documents like student
assignments, newsletters, communication, etc.
utilizing a variety of applications software like word
processing and desktop publishing.
Managing student data ; using data management
tools for efficiently managing learning.

Using technology to gather, organize, and report

information about student performance like Excel
and Access for database management.

Developing tools to evaluate technology-based

student projects including multi-media, word
processing, database, spreadsheet, PowerPoint,
desktop publishing, and
Internet/telecommunications.
Using the Internet to support professional
development including locating professional
organizations, communicating with other teachers
electronically, and participating in on-line
professional development workshops and seminars.
Developing assignments and project work for
students; giving them broader and deeper knowledge
in a field of study; developing critical thinking and
infusing creativity among students.