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===Content and Pedagogy===

===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>

[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:

[https://en.wikipedia.org/wiki/Lee_Shulman#Pedagogical_content_knowledge_.28PCK.29 Shullman] 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.  

#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>

#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>