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TOPIC : TECHNO PEDAGOGY

Submitted by,
PRIYA PRASANNAN
B.Ed. ENGLISH
Reg. No. 165 14375013

INTRODUCTION
Techno pedagogy is the united potential of pedagogy and technology to
enhance the effectiveness of teaching and learning. It is the science of
incorporating the principles of technology and pedagogy to improve the
quality and effectiveness of educational practices. 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 influences student
development, and developing a critical analysis of media consumption is an
important skill for students.
Pedagogy is the term widely used in educational writings but all too
often its meaning is assumed to be self-evident. Acquiring techno
pedagogical proficiencies will make teaching and learning a pleasurable
exercise as it would lessen the pleasure on the teachers and enable the
students to delve deeper into domain of knowledge. In understanding how
technology and media intersect with learning, consider the compatibility
between theories of technology and education, and how that relates to your
content. Technology can, and has, helped higher education overcome
previous outreach barriers, particularly in reaching students in remote
locations. Because technologies are continually changing, the instability of
technology, as well as the unfixed nature of the knowledge required in
using them, places additional demands on faculty to keep up with the
constant stream of new technologies. Due to the constantly changing nature
and development of new technology, a gap exists in researching the
effectiveness of new tools on teaching and learning. It is technology
integrated with classroom teaching in an appropriate manner to make
teaching and learning easier and more effective, saving much energy and
time.

TECHNO PEDAGOGY
Techno pedagogic skills are the ways to make accessible and
affordable quality education to all. The principal object behind the techno
pedagogy is to equip every teacher to use technology, pedagogy and the
subject matter effectively in their daily classroom teaching. Teachers may
know the pedagogy and technology well. They must be able to apply this
technology in their teaching. When they do so, technology gets integrated
with pedagogy. It is this integration that we call techno pedagogy. The
ability to integrate technology with pedagogy is called techno pedagogical
skill. The person skilled in techno pedagogy is called techno pedagogue.
Techno pedagogy is the hybrid method of teaching in which ICT is being
used for teaching learning situation.
Technology and Education
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 learner, but only expert. Those
who taught could do so in communicative (non-)interaction with the learner
in a manner of talking-at. This is no longer adequate. Techno-pedagogy
demands that life world experience be enmeshed in hyper learning. Neither
theory nor practice, singularly, is a viable method of instruction - regardless
of the discipline and its methodological heritage. Teachers must now
interact with learners by talking-through.
Pedagogical approach
Pedagogically speaking, cognitive and constructivist learning theories
serve as anchors in the design process of our computerized learning
environments. These theories define the role of the learner differently from
the behaviorist model, where the student is seen as a funnel and the teacher,
the information provider. Thanks to the work of the constructivists and

cognitive scientists, we now know that the learner plays an active role in
building his knowledge and that he has a unique and personal way of
thinking and learning, although subjected to some universal cognitive
limitations.
Techno pedagogy
Techno-pedagogy is a key deciding factor in whether an educational
media product is successful or not. Literally, 'pedagogy' refers to the artscience of teaching and 'techno' refers to the art-skill in 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 weaving 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.
In techno pedagogy, there are three areas of knowledge. They are
Content, Pedagogy, and Technology. Content is the subject matter to be
taught. Pedagogy implies the collected practices, processes, strategies,
procedures, teaching- learning methods and assessment. Technology
implies mainly the modern technologies such as computer, internet, digital
video and overhead projectors. Facilitating appropriate relationship among
these content, pedagogy and technology is the core of techno pedagogy.
In higher education, techno- pedagogical skills facing some challenges
such as; destitute infrastructure of ICT, scarce competence on English
language and online content, calamity and lack of incentives and awareness
of teachers , evils of research and development, ect.
Challenges of using techno-pedagogy in higher education
Higher education is responding to globalization. It can be acknowledged
that techno-pedagogy enhances better education rather than simple
education but there are numerous challenges such as:

1. Destitute infrastructure of ICT for using Techno-pedagogical skills


Several collages do not have proper rooms or buildings so as to
accommodate the technology. Pitiable ICT lab having hardly ever used web
based instruction, electronic machine such as telephone, cellular phones,
fax, radio, television, video, computer, poor cable network with internet, email,

hardware

and

software,

poor

satellite

systems,

injure

videoconferencing etc. create the challenges to use techno-pedagogical


skills in higher education.
2. Scarce competence on English language and online content
English is the dominant language of internet. In our country English language
proficiency is not high, especially outside of town areas. This represents a
serious barrier in maximizing the educational benefits of the World Wide
Web.
4. Lack of incentives of teachers
Though the hurdle of instructor awareness, there is also little incentive for
teaching staff to devote time to
5. altering their teaching methods from chalkboard to techno-pedagogical
method through ICT or online learning.
Techno

pedagogy

emphasises

the

specifications

of

various

technologies, their appropriateness for use in different situations, and the


development of methods to effectively infuse these technological aspects
into teaching and learning.

Importance
It enhances the quality of teaching
It improves the rate of student learning
It enhances the accessibility of learners to the domain of knowledge
It equips learners meet international demands
It introduces pleasurable activities to the teaching- learning process
It enhances the capability of the teachers

It widens the knowledge base of students


It facilitates the professional base of students
It facilitates the professional development of teachers
Techno-pedagogic analysis is very much important in a learner centered
education system. Now-a- days it is an integral part of curriculum in all
teacher education programmes. Techno-pedagogic analysis is a very
complex process which is to be done with skill and utmost care. Through
the techno-pedagogy we can make the learning experiences vivid and
thorough. Techno-pedagogic analysis will be more useful to arts discipline
like commerce, as it can dramatically improve the learning performance of
students as well as the teaching productivity and effectiveness of teachers.

CONCLUSION
Acquiring techno-pedagogical proficiencies will make teaching and
learning a pleasurable exercise as it would lessen the pressure on the teachers
and enable the students to delve deeper into domain of knowledge. It makes a
paradigm shift from the traditional methodology of teaching using chalk and
board to a methodology characterised by digitalisation. It is a process of
digitalizing pedagogy. This process is facilitated by the use of modern
technological devices, especially computer and internet resources. The
University Grants Commission-supported national seminar on Technopedagogical proficiencies pleasure and pressure organized under the aegis
of Department of Education of Annamalai University at Chidambaram. The
speakers stated that the education system was now witnessing a paradigm
shift from the traditional chalk-and-board teaching methodology to digitizing
the pedagogical approach through technical devices. They opined that such a
transformation would not only increase the capability of the teachers but
would also widen the knowledge base of students so as make them
competitive in the international arena.

REFERENCE
Harris, J., Mishra, P., & Koehler, M. (2009). Teachers technological
pedagogical content knowledge and learning activity types: Curriculumbased technology integration reframed. Journal of Research on Technology
in Education.
Shulman, L. S. (1986). Those who understand: Knowledge growth in
teaching. Educational Researcher.

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