Online assignment prasad

PRASAD.S.RBNV CTEB.Ed COMMERCECandidate code:-13357006

ONLINE ASSIGNMENT

“RELEVANCE OF TECHNO-PEDAGOGIC ANALYSIS IN COMMERCE EDUCATION”

IntroductionT

he 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.

Techno-pedagogy is a key deciding factor in whether

an educational media product is successful or not.

Literally, ‘pedagogy’ refers to the art-science of teaching

and ‘techno’ refers to the art-skill in handcrafting,

derived from the Latin word ‘texere’ which means 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 itself. It

requires conscious recognition of the mediated learning

environment in order to maximize the ease and clarity in

the transmission of information. It attempts to capture

some of the essential qualities of teacher knowledge

required for technology integration in teaching, while

addressing the complex, multifaceted, and situated

nature of this knowledge.

I argue, briefly, that thoughtful pedagogical uses of

technology require the development of a complex,

situated form of knowledge that we call Technological

Pedagogical Content Knowledge (TPCK). In doing so, we

posit the complex roles of, and interplay among, three

main components of learning environments: content,

pedagogy, and technology. I argue that this model has

much to offer to discussions of technology integration at

multiple levels: theoretical, pedagogical, and

methodological. The teaching approach based upon the

framework, and illustrate the methodological

contributions that have resulted from this work.

Technology has a pivotal role to play in the dynamic

changing field of commerce, trade and industry. It can

provide coverage of a growing knowledge base

association with the information explosion in all areas

including commerce. The important thing in science is

not so much to obtain new facts as to discover new ways

of thinking about them. Advocates of technology in

education often envisage similar dramatic changes in the

process of teaching

PEDAGOGICAL CONTENT KNOWLEDGE

This knowledge includes knowing what teaching approaches fit the content, and likewise, knowing how elements of the content can be arranged for better teaching. This knowledge is different from the knowledge of a disciplinary expert and also from the general pedagogical knowledge shared by teachers across disciplines. PCK is concerned with the representation and formulation of concepts, pedagogical techniques, knowledge of what makes concepts difficult or easy to learn, knowledge of students’ prior knowledge, and theories of epistemology. It also involves knowledge of teaching strategies that incorporate appropriate conceptual representations in order to address learner difficulties and misconceptions and foster meaningful understanding. It also includes knowledge of what the students bring to the learning situation, knowledge that might be either facilitative or dysfunctional for the particular learning task at hand. This knowledge of students includes their strategies, prior conceptions misconceptions that they are likely to have about a particular domain, and potential misapplications of prior knowledge.

TECHNOLOGY KNOWLEDGE

Technology knowledge (TK) is knowledge about standard technologies, such as books, chalk and blackboard, and more advanced technologies, such as the Internet and digital video. This involves the skills required to operate particular technologies. In the case of digital technologies, this includes knowledge of operating systems and computer hardware, and the ability to use standard sets of software tools such as word processors, spreadsheets, browsers, and e-mail. TK includes knowledge of how to install and remove peripheral devices, install and remove software programs, and create and archive documents. Most standard technology workshops and tutorials tend to focus on the acquisition of such skills. Since technology is continually Technological Pedagogical Content Knowledge 1027 changing, the nature of TK needs to shift with time as well. For instance, many of the examples given above (operating systems, word processors, browsers, etc.) will surely change, and maybe even disappear, in the years to come. The ability to learn and adapt to new technologies (irrespective of what the specific technologies are) will still be important.

Figure 1. The Two Circles of Pedagogical Knowledge and Content

Knowledge Are Now Joined by Pedagogical Content Knowledge

TECHNOLOGICAL PEDAGOGICAL KNOWLEDGE

Technological pedagogical knowledge (TPK) is knowledge of the existence,components, and capabilities of various technologies as they are used inteaching and learning settings, and conversely, knowing how teachingmight change as the result of using particular technologies. This mightinclude an understanding that a range of tools exists for a particular task,the ability to choose a tool based on its fitness, strategies for using the tool’s affordances, and knowledge of pedagogical strategies and the ability to apply those strategies for use of technologies. This includes knowledge of tools for maintaining class records, attendance, and grading, and knowledge of generic technology-based ideas such as WebQuests, discussion boards, and chat rooms.

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

Technological pedagogical content knowledge (TPCK) is an emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). TPCK is the basis of good teaching with technology and

requires an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students faces. Productive technology integration in teaching needs to consider all three issues not in isolation, but rather within the complex relationships in the system defined by the three key elements. The traditional view of the relationship between the three aspects argues that content drives most decisions; the pedagogical goals and technologies to be used follow from a choice of what to teach. The introduction of the Internet can be seen as an example of a technology whose arrival forced educators to think about core pedagogical issues. So, in this context, it is the technology that drives the kinds of decisions that we make about content and pedagogy.

Figure 2. Pedagogical Technological Content Knowledge. The Three Circles, Content, Pedagogy, and Technology, Overlap to Lead to Four More Kinds of Interrelated Knowledge.

The TPACK Framework

The TPACK framework describes how teachers’ understanding of educational technologies and PCK interact with one another to produce effective teaching with technology. Other authors have discussed similar ideas, though often using different labeling schemes. The conception of TPACK described here has developed over time and through a series of publications. In this model (see Figure 3), there are three main components of teachers’ knowledge: content, pedagogy, and technology. Equally important to the model are the interactions between and among these bodies of knowledge, represented as PCK, TCK

Implications of the TPACK Framework

I have argued that teaching is a complex, ill-structured domain. Underlying this complexity, however, are three key components of teacher knowledge: understanding of content, understanding of teaching, and understanding of technology. The complexity of technology integration

comes from an appreciation of the rich connections of knowledge among these three components and the complex ways in which these are applied in multifaceted and dynamic classroom contexts. By better describing the types of knowledge teachers need (in the form of content, pedagogy, technology, contexts and their interactions), educators are in a better position to understand the variance in levels of technology integration occurring. In addition, the TPACK framework offers several possibilities for promoting research in teacher education, teacher professional development, and teachers’ use of technology. It offers options for looking at a complex phenomenon like technology integration in ways that are now amenable to analysis and development. Moreover, it allows teachers, researchers, and teacher educators to move beyond oversimplified approaches that treat technology as an “add-on” instead to focus again, and in a more ecological way, upon the connections among technology, content, and pedagogy as they play out in classroom contexts.TPK analysis becomes particularly important because most popular software programs are not designed for educational purposes. Software programs such as the Microsoft Office Suite, (Word, PowerPoint, Excel, Entourage, and MSN Messenger) are usually designed for business environments. Web-based technologies such as blogs or podcasts are designed for purposes of entertainment, communication, and social networking. Teachers need to reject functional fixedness and develop skills to look beyond most common uses for technologies, reconfiguring them for customized pedagogical purposes Thus, TPK analysis requires a forward-looking, creative, and open-minded seeking of technology use, not for its

own sake but for the sake of advancing student learning and use.

The Challenges of Teaching With Technology

Teaching with technology is complicated further considering the challenges newer technologies present to teachers. In our work, the word technology applies equally toanalog and digital, as well as new and old, technologies. As a matter of practical significance, however, most of the technologies under consideration in current literature are newer and digital and have some inherent properties that make applying them in straightforward ways difficult. Digital technologies—such as computers, handheld devices, and software applications. On an academic level, it is easy to argue that a pencil and a software simulation are both technologies. The latter, however, is qualitatively different in that its functioning is more opaque to teachers and offers fundamentally less stability than more traditional technologies. By their very nature, newer digital technologies, which are protean, unstable, and opaque, present new challenges to teachers who are struggling to use more technology in their teaching.Using email to communicate, for example, affords (makes possible and supports) asynchronous communication and easy storage of exchanges. Email does not afford synchronous communication in the way that a phone call, a face-to-face conversation, or instant messaging does. Social and contextual factors also complicate the relationships between teaching and

technology. Many teachers earned degrees at a time when educational technology was at a very different stage of development than it is today. It is, thus, not surprising that they do not consider themselves sufficiently prepared to use technology in the classroom and often do not appreciate its value or relevance to teaching and learning. Acquiring a new knowledge base and skill set can be challenging, particularly if it is a time-intensive activity that must fit into a busy schedule. Moreover, this knowledge is unlikely to be used unless teachers can conceive of technology uses that are consistent with their existing pedagogical beliefs. Furthermore, teachers have often been provided with inadequate training for this task. Many approaches to teachers’ professional development offer a one size- fits-all approach to technology integration when, in fact, teachers operate in diverse contexts of teaching and learning.

An Approach to Thinking About Technology Integration

An approach is needed that treats teaching as an interaction between what teachers know and how they apply what they know in the unique circumstances or contexts within their classrooms. There is no “one best way” to integrate technology into curriculum. Rather, Honoring the idea that teaching with technology is a complex, ill-structured task, we propose that understanding approaches to successful technology integration requires educators to develop new ways of comprehending and accommodating this complexity. At the heart of good teaching with technology are three core components: content, pedagogy, and technology,

plus the relationships among and between them. The interactions between and among the three components, playing out differently across diverse contexts, account for the wide variations seen in the extent and quality of educational technology integration. These three knowledge bases (content, pedagogy, and technology) form the core of the technology, pedagogy, and content knowledge (TPACK) framework.

PEDAGOGY AND E-LEARNING

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.

WHY TECHNO-PEDAGOGIC ANALYSIS IN COMMERCE EDUCATION?

As today’s a learner centered education system, the

importance of techno –pedagogy has increased very

much. Techno-pedagogy aims to improve the teaching-

learning process. It may be defined as “the development,

application, and evaluation of systems, techniques and

instructional aids to improve the process of human

learning.” As such, the scope of educational technology

encompasses educational objectives, media and their

characteristics, criteria for selection of media and

resources, management of resources, as well as their

evaluation. Techno-pedagogy increases the output of the

entire system of education. It helps in optimizing

educational outcomes with cost effectiveness through

efficient use of available resources including men and

materials.

CONCLUSION

Techno-pedagogic analysis is very much important in

a learner centered education system. Now-a- days it is an

integral part of curriculum in all teacher education

programmes. Social and contextual factors also

complicate the relationships between teaching and

technology. Social and institutional contexts are often

unsupportive of teachers’ efforts to integrate technology

use into their workTechno-pedagogic analysis is a very

complex process which is to be done with skill and

utmost care. Through the techno-pedagogy we can make

the learning experiences vivid and thorough. Techno-

pedagogic analysis will be more useful to arts discipline

like commerce, as it can dramatically improve the

learning performance of students as well as the teaching

productivity and effectiveness of teachers. experience

with using digital technologies for teaching and learning.

Many teachers earned degrees at a time when

educational technology was at a very different stage of

development than it is today. It is, thus, not surprising

that they do not consider themselves sufficiently

prepared to use technology in the classroom and often

do not appreciate its value or relevance to teaching and

learning. Acquiring a new knowledge base and skill set

can be challenging, particularly if it is a time-intensive

activity that must fit into a busy schedule. Moreover, this

knowledge is unlikely to be used unless teachers can

conceive of technology uses that are consistent with

their existing pedagogical beliefs. Furthermore, teachers

have often been provided with inadequate training for

this task. Many approaches to teachers’ professional

development offer a one size-fits-all approach to

technology integration when, in fact, teachers operate in

diverse contexts of teaching and learning.