Teacher is a techno pedagogue

INTROUCTION

The term “pedagogue” is derived from two Greek words pais, paidos meaning boy and agogos meaning guide which together connotes a teacher. Thus pedagogic implies the science of teching.By pedagogic analysis we mean a logical and systematic breakup of the curriculum from the point of view of a pedagogue [teacher] for the purpose of its effective transaction.

Techno pedagogy is a key deciding factor in while an educational media product is a successful or not. Literally ‘pedagogy’ refers to art, the art skill handcrafting, derived from the Latin texere [to weave or fabricate].Here techno is a qualifier; it intersects or crosses the meaning of ‘pedagogy’ with its own. Techno pedagogy refers to the techniques of the craft of teaching into the learning environment itself. It requires conscious recognition of the mediated learning environment in order to maximize the ease and clarity in the transmission of information.

Technology in professional development is a complex issue. Technology helps higher education to overcome previous outreach barriers, particularly in reaching students in remote location. Because technologies are continually changing, the instability of technology, as well as the unfired nature of the knowledge required in using them, places in additional demands on faculty to keep up with constant stream of new technologies. Technology is a broad and constantly changing skill- set required of faculty and selecting the appropriate techno pedagogical strategies to effectively engage students in the content is a separate skill- set. Media literacy influence students’ development and developing a critical analysis of media consumption is an important skill for students. Pedagogy and e- learning co- constructive pedagogies together. The dynamics of classrooms change when e- learning is a part of regular learning environment. The technological pedagogical content knowledge is a collaboratively developed frame work of scholars and researchers seeking to conceptualize and clarity the competencies that evolve from the inter section between pedagogy and technology. Pedagogical content knowledge was first described by Leeshulman [1986] and TPACK builds on core ideas through the inclusion of technology. Technological content knowledge refers to knowledge about how technology may be used to provide new ways of teaching content.

 Content knowledge is a is a teacher’s knowledge about the subject matter to be learned for taught. It defines as “a through grounding in college level subject matter or comment of the subject.” It may also include knowledge or concepts, theories conceptual frames as well as knowledge about accepted ways of developing knowledge. Content knowledge is a is a teacher’s knowledge about the subject matter to be learned for taught. Knowledge of content is critical importance for teachers. As ideas organizational frame works, knowledge of evidence and proof as well as established practices and approaches towards developing such knowledge.

Pedagogical knowledge is deep knowledge about processes and practices or methods of teaching and learning. They encompass, among other things, overall educational purpose, values and aims, this generic form of knowledge applies to understanding how students learn, general classroom management skills, and lesson planning and student’s assessment. It includes knowledge about techniques or methods used in the classroom. 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. Pedagogical knowledge requires an understanding of cognitive and developmental theories of knowledge and how they are play to students in the classrooms.

Technological knowledge is always in a state of flux. Thus defining it is difficult. Technology knowledge is the basis of effective teaching with technology. Requiring and understanding of the representation of concepts using technologies; pedagogical techniques that use technologies in constructive ways to teach content; knowledge of 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 epistemologies or strengthen old ones. TPACK is an emergent form of knowledge that goes beyond all ‘core’ components [content, pedagogy and technology]. 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, TPACK is different from all there concepts individually. It is the basis of effective teaching with technology.

CONCLUSION

Technology in the classroom is becoming more and more predominant. According to the study mentioned above, students prefer technology because they believe that makes learning more interesting and fun. Subjects that students deem challenging or boring can become more interesting with virtual lessons, through a video or when using a tablet. Using technology in the classroom would help prepare them for the digital future. Technology occupies an important place.