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{{Navigate|Prev=ICT for subject specific resource creation|Curr=Technological Pedagogical Content Knowledge TPACK|Next=ICT in teaching learning}}

 

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. It has seven components - Technological  Knowledge, Pedagogical Knowledge, Content Knowledge,  Technological Content Knowledge, Technological Pedagogical Knowledge and Technological Pedagogical Content Knowledge.

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. It has three components - technological knowledge, content knowledge and pedagogical knowledge.

===Content and Pedagogy===

===Content and Pedagogy===

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>

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>

===TPACK===

===TPACK===

ICTs have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICTs, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICTs have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have worked to extend the PCK to the TPCK or [http://TPACK.org TPACK] framework.

ICTs have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICTs, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICTs have also impacted pedagogy, by providing many more options for teachers. Earlier, to demonstrate eclipse, we could use a candle and a ball and physically manipulate these. Now, with a desktop planetarium tool like [[Learn_Stellarium|Stellarium]], the sun, moon and earth can be shown as moving in the screen, due to which actual classroom strategies can be different. Thus digital technology has altered/ presented new ways of representing content which makes it possible for new learning strategies to be developed. <br>

Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have done extensive work in extending PCK to the [http://TPACK.org TPACK] framework

===Exploring TPACK===

===Concept Map===

The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. In Subject Teacher Forum workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created.

The TPACK framework provides a perspective on how technology impacts content and pedagogy, the two main components of the teaching learning process. This framework can help us understand the integration of ICTs into teaching-learning. The [http://karnatakaeducation.org.in/KOER/en/index.php/Subject_Teacher_Forum Subject Teacher Forum] program design is informed by this framework. In recent workshops with Telangana maths and science teachers, this framework was discussed, and the concept maps exploring TPACK in these subjects was created, which is provided below.

   

   

===Mathematics teachers===

===Mathematics teachers===

[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[

[[:File:Understanding TPACK - Telangana Maths STF Hyderabad.mm|Understanding TPACK - Telangana Maths STF Hyderabad.mm]]<mm>[[Understanding_TPACK_-_Telangana_Maths_STF_Hyderabad.mm|Flash]]</mm>

===Science teachers===

===Science teachers===

[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>

[[:File:Understanding TPACK - Telangana Science STF Hyderabad.mm|Understanding TPACK - Telangana Science STF Hyderabad.mm]]<mm>[[Understanding TPACK  - Telangana Science STF Hyderabad.mm|Flash]]</mm>