INTER RELATIONSHIP OF

CONTENT KNOWLEDGE WITH

TECHNOLOGIC
KNOWLEDGE
BY
KAVEYA.P

INTRODUCTION
Teaching is a complex cognitive skill
occurring in an ill-structured, dynamic
environment
The recent trend includes pedagological
knowledge in it.
It is explained with the help of the following
diagram..

Schulman (1986) advanced thinking about

teacher knowledge by introducing the idea of
pedagogical content knowledge (PCK)
PCK represents the blending of content and
pedagogy into an understanding of how particular
aspects of subject matter are organized, adapted,
and represented for instruction

For a particular teacher to be highly competent

they need to mix pedagology with the content
Pedagogical content knowledge is of special
interest because it identifies the distinctive
bodies of knowledge for teaching
The mixing of pedagological content knowledge
can be represented with the help of the below
figure.

In Schulmans (1986) words, this intersection

contains within it the most regularly taught
topics in ones subject area, the most useful
forms of representation of those ideas, the
most powerful analogies,illustrations,
examples, explanations, and
demonstrationsin a word, the ways of
representing and formulating the subject
that make it comprehensible to others.
The new technology has however changed the
way of the classroom
Teachers will have to do more than simply learn
to use currently available tools

The inclusion of technology based knowledge

would add it as under...

The relationships between content (the actual

subject matter that is to be learned and taught),
pedagogy (the process and practice or methods
of teaching and learning), and technology (both
commonplace, like chalkboards, and advanced,
such as digital computers) are complex.
In contrast to the simple view of technology, the
below figure emphasizes the connections,
interactions, affordances, and constraints
between and among content, pedagogy, and
technology
Rather than treating these as separate bodies of
knowledge, this model additionally emphasizes
the complex interplay of these three bodies of
knowledge.

IMPORTANT ELEMENTS

CONTENT KNOWLEDGE
Content knowledge (CK) is knowledge about the actual
subject matter that is to be learned or taught.

PEDAGOGICAL KNOWLEDGE

Pedagogical knowledge (PK) is deep knowledge about

the processes and Practices or methods of teaching and
learning and how it encompasses, among other things,
overall educational purposes, values, and aims
PEDAGOGICAL CONTENT KNOWLEDGE
This knowledge includes knowing what teaching
approaches fit the content, and likewise, knowing how
elements of the content can be arranged for better
teaching.

TECHNOLOGY KNOWLEDGE
It is the knowledge about standard technologies, such
as books, chalk and blackboard, and more advanced
technologies, such as the Internet and digital video

TECHNOLOGICAL CONTENT KNOWLEDGE

It is the knowledge about the manner in Which technology

and content are reciprocally related.

TECHNOLOGICAL PEDAGOGICAL
KNOWLEDGE
It is the knowledge of the existence, Components, and
capabilities of various technologies as they are used in
teaching and learning settings, and conversely, knowing
how teaching might change as the result of using particular
technologies.

TECHNOLOGICAL PEDAGOGICAL CONTENT

KNOWLEDGE

It is an emergent form of knowledge that goes beyond

all three components (content, pedagogy, and technology )

Thus all these elements mixing up together make the

process of pedagological analysis easy and attractive.

CURRICULUM AND PEDAGOGIC COURSES (SOCIAL SCIENCE)

Theoretical base of the social science subject, pedagogic

content knowledge analysis, curriculum and resources in
digital era, emerging trends and practices and advanced
studies in the subject area are the important things
included in the curriculum and pedagogic courses

OBJECTIVES
OBJECTIVES OF
OF OPTIONAL
OPTIONAL EDUCATION
EDUCATION INCLUDE-TECHNOLOGICAL
INCLUDE-TECHNOLOGICAL KNOWLEDGE
KNOWLEDGE NEEDED
NEEDED FOR
FOR A
A SOCIAL
SOCIAL SCIENCE
SCIENCE
TEACHER
TEACHER

To make the teacher understand the scope and nature of

teaching the subject at different levels of learning
To introduce the challenging career of a teacher with a
futuristic perspective, as an agent of social change
To develop practical field based skills and experience in
resource development and learning experience designing
while transacting the curriculum
To provide the required based learning experience so as to
undertake a habit of self development through inquiry and
investigation
To enrich the vision and capabilities of prospective teachers
as reflective practitioners during and after the pre-service
education

To design instructional and learner support mechanismprint, non-print, electronic and digital appropriate for the
learner needs and contextual requirements
To get a field based understanding of theories and
principles of pupil assessment and evaluation
To undertake a self-empowerment initiative in transacting
the curriculum from a techno pedagogic content knowledge
perspective
To identify the entrepreneurial opportunities of futuristic
significance associated with the subject
To develop a neo-humanistic attitude among the studentteachers in the light of science technology-society/cultureenvironment interaction paradigm.

conclusion

The inclusion of content knowledge with technology base

knowledge makes the teaching learning process more
effective and attractive.