Techno Pedagogy

My First Blog

1. ONLINE ASSIGNMENT

2. NAME : SAJANA.S
REG NO : 16514371013
OPTIONAL : ENGLISH
MAET TRAINING COLLEGE, NETTAYAM

3. TECHNO-PEDAGOGY
Techno-pedagogy refers to electronically mediated courses that integrate sound pedagogic principles of
teaching or learning with the use of technology. Technology in the professional develops specific techno-
pedagogical competencies allows faculty to make the work practitioners at the centre of professional study in a
community of practice. The techno-pedagogical knowledge is a collaboratively developed frame work of
scholars and researches seeking to conceptualize and clarify the competencies that evolve from the intersection
between pedagogy and technology. Investments and interactive technologies in education require both the
technological and pedagogical skills to use them.

4. CONTENT KNOWLEDGE
The term ‘Content knowledge’ is widely used by educators, content knowledge refers to the body of information that
teachers teach and that students are expected to learn in a given subject or content area, such as English language arts,
mathematics, science or social studies. Content knowledge generally refers to the facts, concepts, theories and
principles that are taught and learned, rather than to related skills – such as reading, writing or researching – that
students also learn in academic courses.

In elementary schools, teachers have traditionally taught multiple content areas
to a class of students, and most elementary schools continue to use this model. Some schools, however, are assigning
teachers to subject- specific courses or lessons based on their particular expertise and training, and students are moved
from class to class or teacher to teacher through out the day. When used with younger students, this approach can be
controversial, since some educators and parents believe that moving students from teacher to teacher can inhibit the
development of strong relationships with adults and adversely affect learning.

5. PEDAGOGIC KNOWLEDGE
Pedagogical knowledge is deep knowledge about the processes and practices or methods of teaching and
learning and how it encompasses overall educational purposes, values and aims. This is a generic form of
knowledge that is involved in all issues of student learning, classroom management, lesson plan
development and implementation, and student evaluation. It includes knowledge about techniques or
methods to be used in the classroom; the nature of the target audience; and strategies for evaluating
student understanding. A teacher with deep pedagogical knowledge understands how students construct
knowledge and acquire skills; develop habits of mind and positive dispositions towards learning. As such,
pedagogical knowledge requires an understanding of cognitive, social and developmental theories of
learning and how they apply to students in their classroom.

6. TECHNOLOGY KNOWLEDGE
Technology knowledge is knowledge about standard technologies such as books and chalk and blackboard, as
well as more advanced technologies such as the internet and digital video. This would involve the skills
required to operate particular technologies. In the case of digital technologies this would include knowledge of
operating systems, and computer hardware, as well as the ability to use standard set of software tools such as
word processors, spread sheets, browsers, e mail etc. Technology knowledge would include knowledge of how
to install and remove software programs, create and archive documents. Most standard technology workshops
and tutorials tend to focus on the acquisition of such skills.

7. CONTENT- BASED WEB RESOURCES
The concept of a web resource is primitive in the web architecture, and is used in the definition of its
fundamental elements. The term was first introduced to refer to targets of uniform resource locators (URLs),
but its definition has been further extended to include the referent of any uniform resource identifier or
internationalized resource identifier. In the semantic web, abstract resources and their semantic properties are
described using the family of languages based on Resource Description Framework (RDF).
The concept of a web resource has evolved during the web history,
from the early notion of static addressable documents or files, to a more generic and abstract definition, now
encompassing everything or entity that can be identified, named, addressed or handled, in any way
whatsoever, in the web at large, or in any networked information system. The declarative aspects of a resource
and its functional aspects were not clearly distinct in the early specifications of the web, and the very definition
of the concept has been the subject of long and still open debate involving difficult, and often arcane,
technical, social, linguistic and philosophical issues.

8. REFERENCES
 Web characterization Terminology and definitions sheet, editors: Brian Lavoie and Henrik Frystyk
Nielson may(1999)
 Experimental learning Beand, Colin, Wilson, Colin Jones, second edition (2001)
 Experimental learning activities- concepts and principles Thompson, Martin (2008)