Difference between revisions of "Tpack"
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Gurumurthy (talk | contribs) (Created page with "The Subject Teacher Forum program aims to support the development of the [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological_Pedagogic...") |
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| − | The [[Subject Teacher Forum]] program aims to support the development of the [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge | + | The [[Subject Teacher Forum]] program aims to support the development of the [https://en.wikipedia.org/wiki/Technological_Pedagogical_Content_Knowledge Technological Pedagogical Content Knowledge] framework for teacher education |
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| + | =Concept Map= | ||
| + | Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process. | ||
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| + | =Some points of discussion= | ||
| + | #[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". | ||
| + | #Sometimes in pre-service teacher education (BEd or DEd) it is suggested 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 for 'content' or for 'pedagogy' as if these are two distinct aspects | ||
| + | #However, Shullman suggested that teacher knowledge must see | ||
Revision as of 10:50, 23 December 2015
The Subject Teacher Forum program aims to support the development of the Technological Pedagogical Content Knowledge framework for teacher education
Concept Map
Need for having a framework to understand the integration of ICTs into teaching-learning. The TPACK model gives an idea how technology impacts content and pedagogy, the two main components of the teaching learning process.
Some points of discussion
- 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".
- Sometimes in pre-service teacher education (BEd or DEd) it is suggested 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 for 'content' or for 'pedagogy' as if these are two distinct aspects
- However, Shullman suggested that teacher knowledge must see