ICT teacher handbook/Technological Pedagogical Content Knowledge TPACK - Revision history

Anand at 05:25, 6 October 2017

2017-10-06T05:25:39Z

Yogi: 1 revision imported: from troer

2017-06-28T09:00:32Z

1 revision imported: from troer

Ranjani: /* TPACK */

2017-06-11T20:00:54Z

TPACK

Guru at 05:59, 2 January 2017

2017-01-02T05:59:01Z

Guru at 05:57, 2 January 2017

2017-01-02T05:57:23Z

Guru at 05:55, 2 January 2017

2017-01-02T05:55:29Z

Guru at 05:53, 2 January 2017

2017-01-02T05:53:01Z

Guru at 05:38, 2 January 2017

2017-01-02T05:38:02Z

Guru at 13:46, 31 December 2016

2016-12-31T13:46:17Z

Guru: /* Concept Map */

2016-11-20T07:19:57Z

Concept Map

← Older revision		Revision as of 05:25, 6 October 2017
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		+	{\| style="height:10px; float:right; align:center;"
		+	\|<div style="width:150px;border:none; border-radius:10px;box-shadow: 5px 5px 5px #888888; background:#ffffff; vertical-align:top; text-align:center; padding:5px;">
		+	''[http://karnatakaeducation.org.in/KOER/index.php/%E0%B2%A4%E0%B2%82%E0%B2%A4%E0%B3%8D%E0%B2%B0%E0%B2%9C%E0%B3%8D%E0%B2%9E%E0%B2%BE%E0%B2%A8%E0%B2%A6_%E0%B2%AC%E0%B3%8B%E0%B2%A7%E0%B2%A8%E0%B2%BE_%E0%B2%B6%E0%B2%BE%E0%B2%B8%E0%B3%8D%E0%B2%A4%E0%B3%8D%E0%B2%B0%E0%B2%A6_%E0%B2%AE%E0%B2%A4%E0%B3%8D%E0%B2%A4%E0%B3%81_%E0%B2%B5%E0%B2%BF%E0%B2%B7%E0%B2%AF%E0%B2%A6_%E0%B2%9C%E0%B3%8D%E0%B2%9E%E0%B2%BE%E0%B2%A8-TPACK ಕನ್ನಡದಲ್ಲಿ ನೋಡಿ]''</div>
		+	{{Template:Book-sidebar}}
	{{Navigate\|Prev=Digital story telling\|Curr=Technological Pedagogical Content Knowledge TPACK\|Next=Explore an application}}		{{Navigate\|Prev=Digital story telling\|Curr=Technological Pedagogical Content Knowledge TPACK\|Next=Explore an application}}
	[[File:TPACK_Graphic,_IT_for_Change.png\|thumb\|400x400px\|TPACK Framework]]		[[File:TPACK_Graphic,_IT_for_Change.png\|thumb\|400x400px\|TPACK Framework]]

@@ Line 1: / Line 1: @@
-{{Navigate|Prev=ICT for subject specific resource creation|Curr=Technological Pedagogical Content Knowledge TPACK|Next=ICT in teaching learning}}
+{{Navigate|Prev=Digital story telling|Curr=Technological Pedagogical Content Knowledge TPACK|Next=Explore an application}}
 The [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework provides a useful basis to understand the integration of ICTs in education. It has seven components - Technological  Knowledge, Pedagogical Knowledge, Content Knowledge,  Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge.
 ===Content and Pedagogy===
@@ Line 6: / Line 7: @@
 #Content: Which includes all that the teacher needs to know to teach. This includes actual content (not just facts and definitions but key concept learnings, the ethics of the subject, the social justification/ social implication for the subject and the philosophy of the subject). This can be seen as the “what” of teaching. Content knowledge will make you an expert in the subject.
 #Pedagogy : Which includes all the methods, strategies and techniques that are used to teaching. This includes various technologies, use of various resources, materials, etc. This can be seen as the “how” of teaching.<br>
-Integrating Content knowledge with pedagogical knowledge will make a better teacher, than seeing the two as distinct.
+Integrating content knowledge with pedagogical knowledge, rather than seeing the two as distinct, will make a better teacher.
 ===TPACK===
-ICTs have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICTs, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICTs have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. <br>
+ICT have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICT, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICT have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and Earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. <br>
-Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have done extensive work in extending PCK to the [http://TPACK.org TPACK] framework
+Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have done extensive work in extending PCK to the [http://TPACK.org TPACK] framework.  integrating technology into their practices can help teachers in their professional development both in terms of deepening their content knowledge as well as in terms of supporting newer classroom processes.
-===Concept Map===
+===TPACK discussion with teachers in Telangana===
 The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. In recent Subject Teacher Forum workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.
-===Mathematics teachers===
+====Discussion with mathematics teachers====
 [[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]
 [[File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|center|flash]]
-===Science teachers===
+====Discussion with science teachers====
 [[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]
 [[File:Understanding TPACK - Telangana Science STF Hyderabad.mm|center|flash]]

@@ Line 17: / Line 17: @@
 ===Mathematics teachers===
 [[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]
 ===Science teachers===
 [[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]

@@ Line 3: / Line 3: @@
 ===Content and Pedagogy===
 The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed".<br>
-[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] said that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". <br> Thus content and pedagogy and closely linked in the processes of teaching and teacher education needs to focus on both. [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] also disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). PCK has two parts:
+[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] said that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". <br> Thus content and pedagogy are closely linked in the processes of teaching, and teacher education needs to focus on both. [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] also disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). PCK has two parts:
 #Content: Which includes all that the teacher needs to know to teach. This includes actual content (not just facts and definitions but key concept learnings, the ethics of the subject, the social justification/ social implication for the subject and the philosophy of the subject). This can be seen as the “what” of teaching. Content knowledge will make you an expert in the subject.
 #Pedagogy : Which includes all the methods, strategies and techniques that are used to teaching. This includes various technologies, use of various resources, materials, etc. This can be seen as the “how” of teaching.<br>
@@ Line 13: / Line 13: @@
 ===Concept Map===
-The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. The [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum Subject Teacher Forum] program design is informed by this framework. In recent workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.
+The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. In recent Subject Teacher Forum workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.
 ===Mathematics teachers===
-[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[[Understanding_TPACK_-_Telangana_Maths_STF_Hyderabad.mm|Flash]]</mm>
+[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]
 ===Science teachers===
-[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>[[Understanding TPACK  - Telangana Science STF Hyderabad.mm|Flash]]</mm>
+[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]

@@ Line 1: / Line 1: @@
 {{Navigate|Prev=ICT for subject specific resource creation|Curr=Technological Pedagogical Content Knowledge TPACK|Next=ICT in teaching learning}}
+The [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework provides a useful basis to understand the integration of ICTs in education. It has seven components - Technological  Knowledge, Pedagogical Knowledge, Content Knowledge,  Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge.
 ===Content and Pedagogy===
 The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed".<br>
@@ Line 10: / Line 9: @@
 ===TPACK===
-ICTs have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICTs, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICTs have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have worked to extend the PCK to the TPCK or [http://TPACK.org TPACK] framework.
+ICTs have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICTs, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICTs have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. <br>
-===Exploring TPACK===
+===Concept Map===
-The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. In Subject Teacher Forum workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created.
+The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. The [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum Subject Teacher Forum] program design is informed by this framework. In recent workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.
 ===Mathematics teachers===
-[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[
+[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[[Understanding_TPACK_-_Telangana_Maths_STF_Hyderabad.mm|Flash]]</mm>
 ===Science teachers===
-[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>
+[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>[[Understanding TPACK  - Telangana Science STF Hyderabad.mm|Flash]]</mm>

← Older revision	Revision as of 09:00, 28 June 2017
(No difference)

@@ Line 2: / Line 2: @@
 ===Content and Pedagogy===
-The [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework provides a useful basis to understand the integration of ICTs in education. [http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] declared in 1991 that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". Yet, at times in pre-service teacher education (BEd or DEd), it is believed that the student teachers 'already know content' having studied these topics in their own schooling experience, and need to learn 'method' (pedagogy) only. In-service teacher training program is also sometimes seen to be only for 'content' or only for 'pedagogy', as if these are two distinct items. <br>
+The [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework provides a useful basis to understand the integration of ICTs in education.<br>
-(The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] document says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed.
+The [http://ncte-india.org/publicnotice/NCFTE_2010.pdf NCFTE] says "Most teacher education courses focus exclusively on the methodology of teaching individual school subjects. It is assumed that the teacher trainees have the subject-content knowledge which they would draw upon when required. Hence, teacher education curricula do not engage teacher trainees with subject-content. However, if we want to prepare teachers to present subject-content in developmentally appropriate ways and with critical perspectives it is essential that several theoretical concepts learnt during general education in school and college be revisited and reconstructed.<br>
-===PCK===
+[http://academic.wsc.edu/education/curtiss_j/eisner.htm Elliot W. Eisner] said that “Like the systole and diastole of the beating heart, curriculum (content) and teaching (pedagogy) are the most fundamental aspects. ...No curriculum teaches itself, it always must be mediated, and teaching is the fundamental mediator". <br> Thus teacher education needs to focus on both content and pedagogy. [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] also disagreed with the thinking  that teachers' subject (content) knowledge and pedagogy were mutually exclusive. He believed that teacher education programs should combine the two knowledge fields. He introduced the notion of pedagogical content knowledge (PCK) that includes pedagogical knowledge and content knowledge, (and also curriculum knowledge, knowledge of educational contexts etc). PCK has two parts:
 #Content: Which includes all that the teacher needs to know to teach. This includes actual content (not just facts and definitions but key concept learnings, the ethics of the subject, the social justification/ social implication for the subject and the philosophy of the subject). Content knowledge will make you a scientist, mathematician, or a poet.
 #Pedagogy : Which includes all the methods, strategies and techniques that are used to teaching. This includes various technologies, use of various resources, materials, etc. This can be called the “how” of teaching.<br>