Online Assignment

1. Online Assignment
Topic : Interrelationship between content knowledge,
Pedagogical knowledge and technological
knowledge
Submitted by : Rejani.
Roll. No. 9
B.Ed English

2. Introduction
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 . Pedagogical knowledge means the “how” of teaching,
generally acquired through education coursework and personal
experiences. Content knowledge, on the other hand, is the knowledge
of a disciplinary expert and from general pedagogical 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.
Content.
“In shulman’s view, pedagogical content knowledge is a form of
practical knowledge that is used by teachers to guide their actions in
highly contextualized classroom settings. this form of practical
knowledge entails, among other things: (a) knowledge of how to
structure and represent academic content for direct teaching to students;
(b) Knowledge of the common, misconceptions, and difficulties that
students encounter when learning particular content: and (c)Knowledge
of the specific teaching strategies that can be used to address students’
learning needsin particular classroom circumstances. In the view of
Shulman, pedagogical content knowledge builds on other forms
professional knowledge, and is therefore a critical and perhaps ever the
paramount- constitutive element in the knowledge base of teaching.

3. Teaching is a complicated practice that requires an
interweaving of many kinds of specialized knowledge. In this way
teaching is an example of an ill – structural discipline, requiring
teachers to apply complex knowledge structures across different cases
and contexts. Teachers practice their craft in hjghly complex, dynamic
classroom contexts that require them constantly to shift and envolve
their understanding. Thus,m effective teaching depends on flexible
access to rich, well- organized and integrated knowledge from different
domains including knowledge of student thinking and learning,
knowledge of subject matter, and increasingly knowledge of
technology.
Teaching with technology is complicated further considering
the challenges newer technologies present to teachers. As a matter of
practical significance, most of the technologies have some internet
properties that make applying them in straight forward way difficult.
most traditional pedagogical technologies are characterized by
specificity, stability and transparency of function.
On an academic level, it is easy to argue that a pencil and a
software simulation are both technologies. The latter is gualitatively
different in that its functioning is more opaque to teachers and offers
fundamentally less stability than more traditional technologies. By
their verynature, never digital technologies, which are unstable and
opaque, present new challenges to teachers who are struggling to use
more technology in their teaching.
There are three main components of teachers knowledge:
content, pedagogy and technology. Content knowledge is teacher’s

4. knowledge about the subject matter to be the learned or taught.
Knowledge of content is of critical importance for teachers. This
knowledge includes 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 disciplines in which they
teach.
Pedagogical knowledge is teacher’s 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 stuents learn, general classroom management skills, lesson
planning, and student assessment. It includes knowledgeabout
technologies or methods used in the classroom: the nature of the target
audience and strategies for evaluating studentundestanding. A teacher
with deep pedegogicalknowledge unerstandshow students contrast
knowledge and acquire skills and how they develop habits of mind and
positive dispositions toward learning.
Pedagogic Content knowledge covers the core business of
teaching, learning, curriculam, assessment and reporting such as the
conitions that promote learning and the links among curriculam,
assessment and pedagogy. An awareness of common, misconceptions
and ways of looking at them, the importance of forging connections
amongdiffer4ent content – based ideas, students, prior knowledge,
alternative teaching strategies and the flexibility that comes from

5. exploxing alternative ways of looking at the same idea or problem are
all essential for effective teaching.
Technology knowledge is always in a state of flex – more so
than the other two core knowledge domains such as pedagofy difficult.
Certainways of thinking about and working with technology can apply
to all technology tools and resources. Technological knowledge
enables a person to accomplish a variety of different ways of
accomplishing a given task. This conceptualization of technological
knowledge does not posit an “end state”, but rather sees it
developmentally, as evolving over a lifetime of generative, open
ende3d interaction with technology.
Understanding the impact of technology on the practices and
knowledge of a given discipline is critical to develop appropriate
technological tools for educational purpose. Technology can constrain
the types of possible representations, but also can afford the
construction of newer and more varied representations. Further more,
technological tools can provide a greater degree of flexibility in
ravigating across these presentations. Technology and content
influence and constrain one another. Teachers need to master more
than the subject matter they teach; they must also have a deep
understanding of the manner in which the subject matter can be
changed by the application of particular technologies. Teachers need to
understand which specific technologies are best suitedfor addressing
subject- matter learning in theirdomains and how the contentdictates or
perhaps even changes the technology or vice versa.

6. ConclusionThe content knowledge , pegagogical knowledge and
technological knowledge are linked each other. They are all the
components of a teaching strategy. Teachers must aware about these
three knowledge and it helps them to indentity the problems in field of
education and correct accordingly.
References
 www.wikipedia.com
 Koehler J.Mathew, Mishra Punya, What is Technological
Pedagogical content knowledge? Michigan state University