inter relationship of content knowledge technologic

7/24/2019 Inter Relationship of Content Knowledge Technologic

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INTER RELATIONSHIP OFCONTENT KNOWLEDGE WITHTECHNOLOGICKNOWLEDGE

BY

KAVEYA.P


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Teaching is a complex cognitive skilloccurring in an ill-structured, dnamicenvironment

The recent trend includes pedagologicalkno!ledge in it. "t is explained !ith the help o# the #ollo!ing

diagram$$$..

INTRODUCTION


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%chulman &'()*+ advanced thinking aoutteacher kno!ledge introducing the idea o#pedagogical content kno!ledge &PK+

PK represents the lending o# content andpedagog into an understanding o# ho! particularaspects o# suect matter are organi/ed, adapted,and represented #or instruction

c p


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0or a particular teacher to e highl competentthe need to mix pedagolog !ith the content

Pedagogical content kno!ledge is o# specialinterest ecause it identi1es the distinctiveodies o# kno!ledge #or teaching

The mixing o# pedagological content kno!ledgecan e represented !ith the help o# the elo!

1gure$.


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"n %chulman2s &'()*+ !ords, this intersectioncontains !ithin it 33the most regularly taught

to!"s !# o#e$s su%&e"t area' the most use(ul(orms o( rerese#tat!o# o( those !)eas' themost o*er(ul a#alog!es'!llustrat!o#s'e+amles' e+la#at!o#s' a#))emo#strat!o#s,!# a *or)' the *ays o(

rerese#t!#g a#) (ormulat!#g the su%&e"tthat ma-e !t "omrehe#s!%le to others22.

The ne! technolog has ho!ever changed the!a o# the classroom

Teachers !ill have to do more than simpl learnto use currentl availale tools


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The inclusion o# technolog ased kno!ledge!ould add it as under...


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The relationships et!een content &the actualsuect matter that is to e learned and taught+,pedagog &the process and practice or methodso# teaching and learning+, and technolog &othcommonplace, like chalkoards, and advanced,such as digital computers+ are complex.

"n contrast to the simple vie! o# technolog, the

elo! 1gure emphasi/es the connections,interactions, a4ordances, and constraintset!een and among content, pedagog, andtechnolog

5ather than treating these as separate odies o#kno!ledge, this model additionall emphasi/esthe complex interpla o# these three odies o#kno!ledge.


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CONTENT KNOWLEDGE

ontent kno!ledge &K+ is kno!ledge aout the actualsuect matter that is to e learned or taught.

PEDAGOGICAL KNOWLEDGE

Pedagogical kno!ledge &PK+ is deep kno!ledge aoutthe processes and Practices or methods o# teaching andlearning and ho! it encompasses, among other things,overall educational purposes, values, and aims

PEDAGOGICAL CONTENT KNOWLEDGE

This kno!ledge includes kno!ing !hat teachingapproaches 1t the content, and like!ise, kno!ing ho!elements o# the content can e arranged #or etterteaching.

I/PORTANT ELE/ENTS


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TECHNOLOG0 KNOWLEDGE

"t is the kno!ledge aout standard technologies, suchas ooks, chalk and lackoard, and more advanced

technologies, such as the "nternet and digital video

TECHNOLOGICAL CONTENT KNOWLEDGE

"t is the kno!ledge aout the manner in 7hich technologand content are reciprocall related.

TECHNOLOGICAL PEDAGOGICALKNOWLEDGE

"t is the kno!ledge o# the existence, omponents, andcapailities o# various technologies as the are used inteaching and learning settings, and conversel, kno!ing

ho! teaching might change as the result o# using particulartechnologies.


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TE89:;:


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Theoretical ase o# the social science suect, pedagogiccontent kno!ledge analsis, curriculum and resources indigital era, emerging trends and practices and advancedstudies in the suect area are the important thingsincluded in the curriculum and pedagogic courses

CURRICULU/ AND PEDAGOGIC COURSES 1SOCIAL SCIENCE2


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To make the teacher understand the scope and nature o#teaching the suect at di4erent levels o# learning

To introduce the challenging career o# a teacher !ith a#uturistic perspective, as an agent o# social change

To develop practical 1eld ased skills and experience in

resource development and learning experience designing!hile transacting the curriculum

To provide the re>uired ased learning experience so as toundertake a hait o# sel# development through in>uir andinvestigation

To enrich the vision and capailities o# prospective teachersas re?ective practitioners during and a#ter the pre-serviceeducation

O34ECTI5ES OF OPTIONAL EDUCATION INCLUDE6TECHNOLOGICAL KNOWLEDGE NEEDED FOR A SOCIAL SCIENCETEACHER


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To design instructional and learner support mechanism-print, non-print, electronic and digital appropriate #or thelearner needs and contextual re>uirements

To get a 1eld ased understanding o# theories andprinciples o# pupil assessment and evaluation

To undertake a sel#-empo!erment initiative in transactingthe curriculum #rom a techno pedagogic content kno!ledgeperspective

To identi# the entrepreneurial opportunities o# #uturisticsigni1cance associated !ith the suect

To develop a neo-humanistic attitude among the student-teachers in the light o# science technolog-societ@culture-environment interaction paradigm.


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The inclusion o# content kno!ledge !ith technolog asekno!ledge makes the teaching learning process more

e4ective and attractive.

"o#"lus!o#


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inter relationship of content knowledge technologic

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