Technology Meaning For Primary 1

Technology Meaning For Primary 1 – Kolare, M. J, and Micha, P. (2009). What about knowledge of technical education? Contemporary issues on technology and education education, 9 (1). https: ////////////////////9 Vio Volume-9 / Number -1-09 / Number -1-09 / Nor / PutGoggogcont- Knowledge

This article describes the knowledge of technology for a teacher about the knowledge of the technical merchant. This frame is based on developing the development of the educational content (PCC) in Leah Shaulman. The advancement of teachers’ teachers is very important to teach with the technology effectively. The letter began to briefly introducing complex, unreliable teaching. Both technology (annalog and digital) are considered and teaching how technology should be included in technology. TPA Framework for Knowledge About Teachers As a complex interaction between three knowledge agencies: Contents, Education and Technology. In both theoretical and reality, the knowledge of these knowledge will help to successfully integrate the technology to combat technology successfully.

Technology Meaning For Primary 1

Note about the authors: The concept of technology, local and updated description (TPAK), we provide a lower condent and a update. Musra and Kolare (2007). In 2007 five seminars of the Information Technology and Education Association.

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According to the educational AORS TER knows, teaching is a complex practice, which includes many professional knowledge types. In this way, the teaching is an example of a subject without a structure. Teachers need to apply complex knowledge structures (mixed, spiro and ferovich, 1990). In the context of the class, their training teachers should constantly change their complicated and dynamic (Lyned and Green) and develop their understanding. Therefore, the effective teaching depends on different fields (glazer, 1984; PUTES, PUSME, and BoOCO, 2000), including knowledge and learning of this issue.

The teaching of technology is even more complicated when considering new technical challenges for teachers. In our work, the word technology applies similar technology and digital and digital and new and old. However, as a matter of real significance, many technologies considered in the current document are new and digital and have some of the unique characteristics applicable in forms. Simply be difficult.

Most traditional educational technologies are characterized by specific characteristics (a pencil should write, microscopic objects to see small objects); Stability (Pencil, Pencella board and limeboard has not changed mostly); The transparency of function (internal functionality or peanle is directly involved in the pencil) (Simon, 1969). In time, these technologies realize the transparency of awareness (Bruce and Hogan, 1998); They are popular, and in most cases, the technology is considered. Digital Technologies, such as computers, hand-carrying accessories and software app, can be used in different ways; Papakartert, 1980); Unstable (swift change); And opaque (hidden from internal activity users; Turkel, 1995). It is easy to argue that a pencil and software sympathy is both the technologies. However, the second is different from its functioning, the teachers are more darker than its performance and gives traditional techniques. Protein, unstable and opponent of the teachers who struggle to use more technologies in their teaching.

Teaching with technology is an understanding that technologies are neutral and biased. Instead, potential, capabilities and their own obstacles or in their own obstacles relative to others (Bromley, 1998; Kolare and Mix, 2008). Use emails to communicate for example, for example, to conquer (possible and promote possible communication. A telephone, live dialog or instant message. The arrows can also be the subtle of intentions, intentions or moods. Understand the teachers’ class, and understand how teachers can ask for resettlement. Teachers career development.

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Social and context also complicates the relationship between the teaching and technologies. Social and corporate context often does not support teachers who are trying to combine the technology to the teachers. Teachers often have sufficient experience (or inappropriate) with the use of digital technologies to teach and learn sufficient experience (or improper). Many teachers have earned qualifications in educational technology at the development phase. Not surprisingly, it is not ready to use the technology in the classroom. Often does not value its value or relevance to teach and learn. A new knowledge base and skill set, especially if it is an activity that does not suit the time busy schedule, activity. Moreover, if the teacher cannot make use of technology in accordance with their existing educational beliefs, the teacher cannot use technology, but the technology cannot be used in accordance with technology (2005). Moreover, teachers are often given imperfect training for this task. Many approaches to provide access to a variety of development for the professional development teachers, in fact, in fact, teachers are active in the context of different teachings and learning.

Coping With These Challenges, How Can Teachers Combine Technology for Their Teaching? Teaching should be considered as interaction between teachers know what teachers know and in the unique circumstances of their classroom. There is no best way to combine technology into the curriculum. Instead, joint attempts must be creative or structured in the context of specific classrooms. Teaching with technology is a complex, structured task, and we suggest understanding to understand the understanding of successful technology unification. The new and suitable for this complexity.

The center of good teaching with technology is three basic components: Contents, education and technology, the relationship between and between them. Interference emissions, different context, emissions emissions emitted between the components emitted by different contexts, and explains wide visual varieties and quality in the scope and quality of the educational technology. This knowledge creates the core of technology, the knowledge and content knowledge (TPAK) for this knowledge. Overview of the frame set out in the following partition, other detailed detail can be found elsewhere (eg, Coyahaler and 2008; Mizarar, Kolare, 2006). This view is suitable for researchers and other approaches. Knowledge of educational content to include educational technology (PCK) (such methods are found in http://www.tpck.org/)

TPAck Frame Descriptions, (1987, 1987, 1986) describing the teachers to describe how to deal with each other in order to create an effective teaching with one another. Other authors often used different label diagrams but discussed similar opinions. The concept of TPAK is described here with a series of publications mixed with a series of publications and calarar (2006) and Kolarler and Mix (2008).

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In this model (see Figure 1), there are three main features of knowledge teachers: Contents, education and technology. Similarly to the format is equally important to TPK (technology is spamicted), as TPK (Technology Pigragum Society of Technology) and TPK.

The knowledge of content (CK) is a teacher of knowledge of learning or teaching question. The content to be covered in central school science or history is different from a degree of art and astronomical seminar on a subscription seminar on astronomical science. Knowledge of content is important to the teachers. According to the knowledge, theory, views, evidence, and evidence of the knowledge, evidence, and evidence of the knowledge, evidence and evidence of evidence of evidence, evidence and evidence of evidence, are included in the knowledge, evidence and evidence of evidence of evidence. The nature of knowledge and inquiry vary between fields and teachers should understand the principles of deep knowledge of teachers. This includes knowledge of science, scientific matters and the evidence based on the examination, scientific method and evidence. In appreciation of art, such knowledge includes knowledge of the knowledge of art, famous paintings, sculptures, artists and their his concerns.

There is no wider basis on costs for banned content; For example, students may develop false information and misconceptions on the content area (National Research Council, 2000; PMBe T and Dui. 2000). However, it is a field without knowledge, knowledge, structures. Teaching (Pennotc, 2001)