TPACK

Inter relationship of techno pedagogic content knowledge analysis.

Content knowledge (CK)

Content knowledge is knowledge about the actual subject matter that is to be learnt or taught. Teachers must know and understand the subjects that they teach including knowledge of facts, concepts, theories and procedures within a given field, knowledge of explanatory frameworks that organise and connect ideas and knowledge of the rules of evidence and proof. Teachers must also understand the nature of knowledge and enquiry in different fields.

Pedagogical knowledge (PK)

Pedagogical knowledge is is deep knowledge about the processes and practices of methods of teaching and learning and how it encompasses among other things over all educational purposes, values and aims. 

This is a generic form of knowledge that is involved in all issues of student learning, classroom management, lesson plan development and implementation, and about student evaluation. 

It includes knowledge about techniques or methods to be used in the classroom, the nature of the target audience and strategies for evaluating students understanding. 

A teacher with deep pedagogical knowledge understands how students construct knowledge, acquire skills and develop habits of mind and positive disposition towards learning. As such pedagogical knowledge requires an understanding cognitive, social and developmental theories of learning and how they are applies these to students in their classroom.

Technological knowledge (TK)

Technological knowledges knowledge about standard technologies such as books, chalk and blackboard and more advanced technologies success Internet and digital videos. This involves the skills required to operate particular technologies.

In the case of digital technologies the teacher must have knowledge of operating systems and computer hardware and the ability to use standard sets of software tools such as word processor spreadsheet browser and email.

Technological knowledge includes knowledge of how to install and remove software problems and create and archive documents. Since technologies continually changing, the nature of technological knowledge needs to shift with time as well. For instance many of the examples given above that is operating system word processor browsers etc will surely change and maybe even disappear in the years to come. The ability to learn and adapt to new technologies will still be important. 

Pedagogical content knowledge (PCK)

it is viewed as a set of special attributes that helped someone transfer the knowledge of content to others. 

pedagogical knowledge means how of teaching generally acquired through education course work and personal experience. 

Content knowledge on the other hand it is like but of teaching. 

pedagogical content knowledge is a form of practical knowledge that is used by teachers to guide their actions in high contextualized classroom settings. This form of practical knowledge includes:

1. knowledge of how to structure and represent academic content for direct teaching to students.
2. Knowledge of common conceptions misconceptions and difficulties that students encounter when learning particular knowledge.
3. knowledge of the specific teaching strategies that can be used to undress students learning needs in particular classroom situations.

Pedagogical content knowledge represents the blending content and pedagogy into an understanding of how particular aspects of subject matter or organised, adapted and presented for instruction. 

Pedagogical content knowledge is teacher interpretations and transformations of subject matter knowledge in the context of facilitating student learning. 

Elements of pedagogical content knowledge are:

1. Knowledge of representation of subject matter.
2. Understanding of students conceptions of the subject.
3. General pedagogical knowledge or teaching strategies.
4. Curriculum knowledge.
5. Knowledge of educational context.
6. Knowledge of the purpose of education.

Technological content knowledge (TCK)

technological content knowledge describes knowledge of the reciprocal relationship between technology and content. Technology impacts what meenu and introduces new affordance as to how we we represent certain content in new ways that was not possible before.

Technological pedagogical knowledge (TPK)

Technological pedagogical knowledge is knowledge of the existence, components and capability of various technologies they are used in teaching and learning settings and inversely knowing how teaching might change as a result of using particular technologies. 

Technological pedagogical knowledge identifies the reciprocal relationship between technology and pedagogy. Technology can also affored new methods and ways of teaching and develop easy way of classroom activities are implemented. For example collaborative writing can take place with Google docs instead face to face meeting, extending collaborative activities over distances. Also the advent of only learning and more recently open online courses for teachers to develop new pedagogical approaches that are appropriate for the tools at hand. knowledge of tools for maintaining class records, attendance and grading, and knowledge of generic technology based ideas such as discussion boards, chat rooms also be included in this context.

Technological pedagogical content knowledge (TPCK)

Technological pedagogical content knowledge is an emergent form of knowledge that goes beyond all three components that is content pedagogy and technology. This describes the synthesized knowledge of each of the bodies of knowledge described above with a focus upon how technology can be uniquely crafted to meet pedagogical needs to teach certain content in specific contexts. 

This knowledge is different from knowledge of a disciplinary or technology expert and also from the general pedagogical knowledge shared by teachers across discipline. 

Techno pedagogical content knowledge is the basis of teaching with technology and requires an understanding of the representation of concepts using technologies, pedagogical techniques that use technologies in constructive way to teach content, knowledge of what makes concepts difficult or easy to learn and how technology can help reduce the problems that student faces, students prior knowledge and knowledge of how how technologies can be used to built an existing knowledge. Good teaching with technology requires a shift in existing pedagogical and content domains.