Difference between revisions of "TE year2sourcebook/year2 unit2 Overview"

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The  “Technological Pedagogical Content Knowledge” (TPACK) knowledge framework provides a meaningful way to explore the integration of the technological, pedagogical and content knowledge towards TPD. The integration of ICTs in the content and pedagogy aspects in the teaching of different subjects has the potential to improve the transaction (including assessment for learning) of the other subjects. An effective implementation of the ICT Mediation course requires that the transaction of other courses be modified to integrate digital resources and tools. Hence this unit will be jointly transacted by the teacher educator facilitating this paper along with the teacher educators for the other subjects
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=== '''Unit 2 - ICT for subject teaching-learning''' ===
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# Integrating digital tools into transaction of Mathematics, Science, Social Science and Language subjects (Technological Pedagogical Knowledge)
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# ICTs for creating and using assessment information - conducting formative assessments. 
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# TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development.
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# Evaluation of ICT resources and determining appropriate use of various ICT resources (created and accessed) in transaction as well as student learning.
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# Understanding the larger socio-cultural, political and economic implications of ICT on society.

Latest revision as of 06:36, 1 May 2017

TE year2sourcebook
ICT for creating (generic resources) and learning year2 unit2 Overview year2 unit2 year2 Introduction to the Unit

Unit 2 - ICT for subject teaching-learning

  1. Integrating digital tools into transaction of Mathematics, Science, Social Science and Language subjects (Technological Pedagogical Knowledge)
  2. ICTs for creating and using assessment information - conducting formative assessments.
  3. TPACK framework of integration of technological-pedagogical-content knowledge for teacher professional development.
  4. Evaluation of ICT resources and determining appropriate use of various ICT resources (created and accessed) in transaction as well as student learning.
  5. Understanding the larger socio-cultural, political and economic implications of ICT on society.
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