Scholarly Research Journal for Interdisciplinary Studies, Online ISSN 2278-8808, SJIF 2021 = 7.380, www.srjis.com PEER REVIEWED & REFEREED JOURNAL, SEPT-OCT, 2022, VOL- 10/73
TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK): A FRAMEWORK FOR B.ED. STUDENTS’ CLASSROOM PRACTICES Joy Prakash Deb1 & Pratima Pradhan2, Ph. D. 1
Ph. D. Scholar, Dept. of Education, Fakir Mohan University, Balasore, Odisha, 756019
2
Assistant Professor, Department of Education, Fakir Mohan University, Balasore,
Odisha, 756019
Paper Received On: 25 OCTOBER 2022 Peer Reviewed On: 31 OCTOBER 2022 Published On: 01 NOVEMBER 2022
Abstract In this paper an effort is made to explore how TPACK is useful for B.Ed. students. The purpose of the study is to investigate the potential of TPACK to be integrated into both initial and continuing teacher education programs in India. In other words, it explores the ways in which B.Ed. students and teacher educators might apply their knowledge of TPACK to their classroom practices during their internship. It also focuses on the importance of 21st-century educators for incorporating technology into their lessons. The study set out to determine how widespread TPACK application is in teacher education programs, as well as the nature of the connection between technological and pedagogical materials. This is a mixed-methods study that analyses and interprets documents and secondary sources (such as books, expert opinion, papers, journals, theses, websites, unstructured interviews etc). Keywords: TPACK, Technology, Teacher educators, Pedagogy, Teacher training program
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Introduction The TPACK framework describes the skills and knowledge necessary to effectively integrate technology into the classroom (Koehler & Mishra, 2008; Mishra & Koehler, 2006). As we know, teaching is a complicated, diverse, and context-specific activity, articulating what educators need to know can be challenging. It is necessary to consider a large number of interconnected variables when teaching because it is by nature an ill-structured problem. Copyright © 2022, Scholarly Research Journal for Interdisciplinary Studies