Changes

=== TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development. ===

=== TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development. ===

ICT have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICT, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources. ICT 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 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. 

 

We focused on the use of ICT to create both generic and subject specific resources. In the TPACK framework, this represents the 'Technological Content Knowledge' or TCK. As the teacher becomes more comfortable exploring the use of different digital methods to create and modify resources, considering the specific learning contexts and learning objectives, her TCK develops. Conversely, a teacher who has deep content knowledge, will be interested to explore digital methods to express that content knowledge in different ways. In TCK, the technological knowledge and the content knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and content knowledge. [[File:TPACK_Graphic_description,_IT_for_Change.png|right|frameless|300x300px|link=https://teacher-network.in/OER/index.php/File:TPACK_Graphic_description,_IT_for_Change.png]]ICT have significantly impacted content/ learning resource possibilities for teachers. Earlier, the main resource was the text book; with ICT, text resources can be complemented and supplemented with image, audio, video, semantic map, simulations and various kinds of digital resources.  

 

In the next unit, we will discuss how ICT can support new pedagogies in the classroom, 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 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. In the TPACK framework, this represents 'Technological Pedagogical Knowledge' or "TPK". As the teacher becomes more comfortable using different digital methods (and integrating/combining digital methods with non digital methods) her TPK deepens. Pedagogy includes assessment. Conversely, a teacher who is pedagogically strong is also likely to explore digital methods and approaches for teaching. In TPK, the technological knowledge and the pedagogical knowledge can be seen as mutually influencing variables, toward enhancing teacher technological and pedagogical knowledge. 

 

Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have extended the PCK to the [http://tpack.org/ TPACK] framework. integrating technology into their practices can help teachers in their professional development both in terms of deepening their content knowledge as well as in terms of supporting newer classroom processes.

Professor [https://linkedin.com/in/punyamishra Punya Mishra] and Professor [http://mkoehler.educ.msu.edu/ Matthew J. Koehler], professor have extended the PCK to the [http://tpack.org/ TPACK] framework. integrating technology into their practices can help teachers in their professional development both in terms of deepening their content knowledge as well as in terms of supporting newer classroom processes.