ONLINE

ASSIG
NMENT
NAME: GEENA GEORGE
REG NO: 180-14384001

OPTION: MATHEMATICS

TOPIC

ROLE OF TEACHER
AS A TECHNO
PEDAGOGUE

INTRODUCTION
Technology has changed the way we
communicate, socialise and work in ways that would
have been unimaginable years ago. Todays children
are well equipped with the new technologies and they
are called digital natives. Teachers are digital
immigrants

standing

technologies

appear

on

shifting

regularly

on

sands
the

as

new

classroom

horizon. Ongoing professional learning is essential for

teachers to enable them to keep abreast of new and
emerging technologies. Professional learning also needs
to address the changes in pedagogical practices
needed to support the integration of technology into
the classroom in such a way that it impacts positively
on student learning.
To reflect on the rapid changes in the
technology, teachers should change their way of
teaching by integrating pedagogical knowledge with
technological knowledge. Acquiring techno-pedagogical
proficiency

will

make

teaching

and

learning

pleasurable exercise as it would lessen the pressure on

the teachers and enable the students to develop

deeper domain of knowledge. The education system is

now witnessing a paradigm shift from the traditional
chalk-and-board teaching methodology to digitizing the
pedagogical approach through technical devices. Such
a transformation would not only increase the capability
of the teachers but also widen the knowledge base of
students

so

as

make

them

competitive

in

the

international arena.

ROLE OF TEACHER AS A TECHNO

PEDAGOGUE
In education, teachers are
one who facilitate student learning. The objectives of
learning

is

typically

accomplished

through

either

an informal or formal approach to learning, including a

course

of

study

and lesson

plan that

teaches skills, knowledge and thinking skills.

Different

ways to teach are often referred to as pedagogy. When

deciding

what

consider

teaching

students'

method

to

background

use

teachers

knowledge,

environment, and their learning goals as well as

standardized curricula as determined by the relevant
authority. Most of the teachers follow the traditional
ways of teaching. But, the increasing use of technology,
specifically

the rise of the internet over the past

decade, has begun to shape the way teachers approach

their roles in the classroom. Since teachers can affect
how students perceive the course materials, it has been
found that teachers who showed enthusiasm to use
technology in class integrated with their pedagogical
skills can produce a positive learning experience to the
students. Therefore, it is important for teachers to have
pedagogical skills and technological knowledge along
with content knowledge.
Teachers should act as a techno
pedagogue in this present era of technology revolution.
Technological Pedagogical Content Knowledge (TPACK)
helps the teachers by giving proper guidance on
classroom teaching as a techno pedagogue. TPACK is a
framework to understand and describe the kinds
of knowledge needed

by

a teacher for

effective

pedagogical practice in a technology enhanced learning

environment.

The

idea

of pedagogical content

knowledge (PCK) was first described by Lee Shulman in

1986 and TPACK builds on those core ideas through the
inclusion of technology.
Dozens of methods have been
proposed for this development of TPACK, and they vary
in their effectiveness. Among various approaches, an

emphasis upon how teachers integrate technology in

their practice is more important than the emphasis
upon what teachers integrate in their practice. For
example,

approaches

that

develop

technological

knowledge [TK] in isolation, where technology literacy

is the goal, fail to assist teachers in the development of
the

educational

uses

of

those

tools.

Similarly,

approaches that develop only pedagogy or content- or

even pedagogical content knowledge-do not capture
the scope and unique flavour of knowledge needed to
effectively teach with technology. Other methods of
developing TPACK have avoided these problems by
focusing on different approaches to developing the
connected, contextualized knowledge described in the
TPACK framework.
In the TPACK framework, what
teachers need to know is characterized by three broad
knowledge bases-technology, pedagogy, and contentand

the

interactions

between

and

among

these

knowledge bases. In this approach, technology in

teaching is characterized as something well beyond
isolated knowledge of specific hardware or software.
Rather, technology that is introduced into teaching
contexts causes the representation of new concepts

and requires developing sensitivity to the dynamic,

transactional

relationship

components.

Good

between

teaching

with

all

three

technology,

therefore, cannot be achieved by simply adding a new

piece of technology upon existing structures. Good
teaching, with technology, requires a shift in existing
pedagogical and content domains.
The TPACK framework also
emphasizes the role of the context within teaching and
learning occurs.lgnoring context leads to generic
solution to the problem of teaching. Teaching is a
context-bound activity, and teachers with developed
TPACK use technology to design learning experiences
tailored for specific pedagogies, crafted for specific
content, as instantiated in specific learning contexts. In
section below we describe each of the components of
the TPACK framework and, most importantly, their
interactions with each other.

Technological knowledge [TK]

TK includes an understanding of how to use
computer software and hardware, presentation tools
such as document presenters and projects, and other
technologies

used

in

educational

contexts.

Most

importantly, TK covers the ability to adapt to and learn

new technologies. It is important to note that TK exists
in a state of flux, due to the rapid rate of change in
technology

and

due

to

the

protean

nature

of

technology. For instance, modern computer hardware

and software become quickly obsolete, and computers
can be used for a variety of pedagogical tasks, such as
research, communication, and media consumption and
creation
Content knowledge [CK]
Content knowledge (CK) is teachers
knowledge about the subject matter to be learned or

taught. The content to be covered in middle school

science or history is different from the content to be
covered in an undergraduate course on art appreciation
or a graduate seminar on astrophysics. Knowledge of
content is of critical importance for teachers. As
Shulman (1986) noted, this knowledge would include
knowledge of concepts, theories, ideas, organizational
frameworks, knowledge of evidence and proof, as well
as

established

practices

and

approaches

toward

developing such knowledge. Knowledge and the nature

of inquiry differ greatly between fields, and teachers
should understand the deeper knowledge fundamentals
of the disciplines in which they teach. In the case of
science, for example, this would include knowledge of
scientific facts and theories, the scientific method, and
evidence-based

reasoning.

In

the

case

of

art

appreciation, such knowledge would include knowledge

of art history, famous paintings, sculptures, artists and
their historical contexts, as well as knowledge of
aesthetic and psychological theories for evaluating art.
Pedagogical knowledge [PK]
Pedagogical knowledge (PK) 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. This generic form of knowledge
applies to understanding how students learn, general
classroom management skills, lesson planning, and
student

assessment. It includes knowledge about

techniques or methods 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 and how they

develop habits of mind and positive dispositions toward
learning. As such, pedagogical knowledge requires an
understanding of cognitive, social, and developmental
theories of learning and how they apply to students in
the classroom.
Pedagogical content knowledge (PCK)
Pedagogical content knowledge is knowledge
about

how

to

combine

pedagogy

and

content

effectively (Shulman, 1986). This is knowledge about

how to make a subject understandable to learners.
Archambault and Crippen (2009) report that PCK
includes knowledge of what make subject difficult or
easy to learn, as well as knowledge of common

misconceptions and likely preconception students bring

with them to the classroom.
Technological content knowledge (TCK)
Technological content knowledge refers
knowledge about how technology may be used to
provide new ways of teaching content (Niess 2005). For
example,

digital

animation

makes

it

possible

for

student to conceptualize how electrons are shared

between atoms when chemical compound are formed.
Technological pedagogical content knowledge (TPCK)
Technological pedagogical
content

knowledge

refers

to

the

knowledge

and

understanding of the interplay between CK, PK and TK

when using

technology

for teaching and

learning

(Schmidt, Thompson, Koehler, Shin and Mishra, 2009).It

includes

an

relationships

understanding
between

of

students,

the

complexity

teachers,

of

content,

practices and technologies (Archambault and Crippen,

2009).

CONCLUSION
The technological
revolution has prompted a fundamental shift in our

understanding of pedagogy and its related practices.

Traditionally,

teaching

did

not

require

that

the

instructor also be a learner, but only an expert.

Technology is a literacy need by the teachers of this era
as

students

are

well

equipped

with

modern

technologies. Therefore, teachers should act as a

techno

pedagogue

by

incorporating

modern

technologies in teaching. Teachers have an inevitable

role as a techno pedagogue to improve students
achievement by introducing new gadgets for learning

REFERENCES
Aggarwal J C, Principles, Methods & techniques of
Teaching-Vikas Publishing House(2001)
https://en.wikipedia.org/wiki/Technological_Pedago
gical_Content_Knowledge
http://www.citejournal.org/articles/v9i1general1.pdf
http://www.ttf.edu.au/what-is-tpack/what-istpack.html