Difference between revisions of "Tpack"
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| − | The [[Subject Teacher Forum]] program aims to | + | The [[Subject Teacher Forum]] program aims to help teachers understand the [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework and use this to understand the integration of ICTs in education. The program also aims to build deeper understanding of the framework and how it could be applied to the educational contexts in Government schools in India. |
=Concept Map= | =Concept Map= | ||
Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process. | Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process. | ||
| − | + | <mm>[[Understanding TPACK - Telangana Maths STF Hyderabad.mm|Flash]]</mm> | |
=Some points of discussion= | =Some points of discussion= | ||
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#However, [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] suggested that teachers' "subject knowledge and pedagogy were being treated as 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). | #However, [https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] suggested that teachers' "subject knowledge and pedagogy were being treated as 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). | ||
#[http://punya.educ.msu.edu/ Punya Mishra], professor, and [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor, both at Michigan State University, have done extensive work in extending PCK to [http://TPACK.org TPACK] framework | #[http://punya.educ.msu.edu/ Punya Mishra], professor, and [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor, both at Michigan State University, have done extensive work in extending PCK to [http://TPACK.org TPACK] framework | ||
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Revision as of 12:29, 23 December 2015
The Subject Teacher Forum program aims to help teachers understand the Technological Pedagogical Content Knowledge framework and use this to understand the integration of ICTs in education. The program also aims to build deeper understanding of the framework and how it could be applied to the educational contexts in Government schools in India.
Concept Map
Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process.
Error: Mind Map file Understanding TPACK - Telangana Maths STF Hyderabad.mm not found
Some points of discussion
- 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".
- Sometimes in pre-service teacher education (BEd or DEd) it is suggested 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 for 'content' or for 'pedagogy' as if these are two distinct aspects
- However, Shullman suggested that teachers' "subject knowledge and pedagogy were being treated as 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).
- Punya Mishra, professor, and Matthew J. Koehler, professor, both at Michigan State University, have done extensive work in extending PCK to TPACK framework