Online assignment
- 1. AN ONLINE ASSIGNMENT ON Submitted by FEBA.M.R Reg.No: 13 357 002 B.Ed. Commerce BNVCTE, THIRUVALLAM
- 2. I NTRODUCTION An effective teaching depends on flexible access to rich, well-organized and integrated knowledge from different domains including knowledge of student thinking and learning, knowledge of subject matter, and increasingly, knowledge of technology. With the enhanced scope of higher secondary education especially in commerce, techno pedagogic analysis has special significance. Pedagogy implies the science of teaching. Pedagogic analysis means the logical and systematic breakup of the curriculum from the point of view of a pedagogue (teacher) for the purpose of effectively transacting it. Use technology to support pedagogic analysis is known as techno pedagogic analysis. Technology helps in pedagogic analysis is easier and to make a thorough analysis of the curriculum in its totality. Techno pedagogic analysis is a broad concept that includes the determination of objectives, inputs, strategies, methods of teaching, learning experiences, evaluation, etc. Technological choices are compatible with the commerce education and pedagogical analysis. It should contribute
- 3. to create enriched environments providing students with significant experiences as well as transferable and durable learning. Techno Pedagogic Analysis helps the commerce teacher to develop new skills through the integration of ICT in practice. Technology makes the pedagogic analysis more explicit, understandable and consequently, more efficient. Techno pedagogic analysis includes the comprehensive and scientific content analysis, determination of objectives, listing the pre requisites, developing a pre diagnostic test, preparing the list of inputs, processing the inputs, suggestions for gathering immediate feedback and remediation, determination of assignments and activities, developing the post diagnostic test, development of unit plan, year plan and lesson plan. The integration of information technology in teaching is a central matter in ensuring quality in the educational system. There are two equally important reasons for integrating information technology in teaching. Pupils must become familiar with the use of information technology, since all jobs in the society of the future will be dependent on it, and information technology must be used in teaching in order to improve its quality and make it more effective.
- 4. The advantage of using information technology is that time-consuming work routines can increasingly be performed by means of this technology and time can thus be devoted instead to communicating and informing, to the processing of information and the production of knowledge."Instructional Technology is a complex, integrated process involving people, procedures, ideas, devices, and organization for analyzing problems, and devising, implementing evaluating, and managing solutions to these problems, in situations in which learning is purposive and controlled. Instructional Technology is also used to provide alternative forms of assessment for disabled students, including digital portfolios that electronically capture the accomplishment of students who are not able to complete traditional assessments. Pedagogical knowledge is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purposes, values, and aims. Pedagogic content knowledge covers the core business of teaching learning process, curriculum, assessment and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy.
- 5. Techno Pedagogic Knowledge is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. To build Techno Pedagogic Knowledge, a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function is needed. Technological pedagogical content knowledge is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. Underlying truly meaningful and deeply skilled teaching with technology, Techno pedagogical content knowledge is different from knowledge of all three concepts individually. Techno pedagogical content knowledge is the basis of effective teaching with technology, requiring an understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of
- 6. what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face; knowledge of students’ prior knowledge and theories of epistemology; and knowledge of how technologies can be used to build on existing knowledge to develop new epistemologies or strengthen old ones. It requires the teacher to possess good pedagogical and didactical knowledge and be able to apply this in such a way as to promote learning processes. Techno pedagogic analysis give the teachers sufficient knowledge to be able to assess, choose, plan and carry out measures for competence development using information and communications technology. Integration of technology to the pedagogical content is called Techno Pedagogy. The development of Techno Pedagogic Content Knowledge helps the commerce teacher to think critically and teach effectively with technology. THE RELEVANCE OF TECHNO PEDAGOGIC ANALYSIS IN COMMERCE EDUCATION CAN BE SUMMARIZED AS BELOW:
- 7. It helps the commerce teacher to set educational goals in accordance with the needs and abilities of the learner with the help of technology It provides the teacher the deeper insight in to the curricular materials and enables them to plan curriculum transaction for realizing maximum out put. It helps the commerce teacher in pooling the resources required for effective instruction It enables the teacher to search for effective tools and techniques for continuous evaluation and to use the result of this evaluation for monitoring the instructional process. It analyze the curricular content in to meaningful components that constitute the curriculum in its totality It helps to identify appropriate content to be transacted as well as to anticipate comprehensive instructional objectives appropriate to each component of the content and the developmental level of the learners without difficulty. It helps identifies the pre requisites essentially needed for assimilating the curricular materials and experiences easily It helps to enumerates comprehensively the inputs that might be required for effective curriculum transaction and to adopt strategies for pooling the inputs
- 8. It designs stage appropriate, content appropriate and objective based learning experiences by which the input could be processed and objective realized. It performs continuous and comprehensive evaluation straightforwardly with proficiently. CONCLUSION The technology will never render the teacher superfluous, but it can change the teacher’s role. By using ICT the teacher can arrange things so that the student, can, through active searching, find and go through relevant subject matter before coming to their classes or tutoring. Teaching successfully with technology requires continually creating, maintaining, and re-establishing a dynamic equilibrium among all components. Techno pedagogic analysis is very complex process which is to be done with skill and utmost care. As far as objective based instruction in Commerce Education is concerned, the techno pedagogic analysis give more emphasize on realization of objectives.
- 9. REFERENCES: What Is Technological Pedagogical ContentKnowledge? Matthew J. Koehler and Punya Mishra, Michigan State University Facilitating a techno-pedagogical change in higher education: Josianne Basque, Ph. D. Commerce Education Methodology of teaching and Pedagogic analysis E.K.Lal, Dr.K. Sivarajan, Principal, University Teacher Education centre, Calicut -------------------------------------------------------