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The [[Subject Teacher Forum]] program aims to support the development of the [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework for teacher education
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=
#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