Content knowledge is your knowledge of the subjects you will be teaching. For example, knowing the different planets when teaching the solar system.
Pedagogical knowledge is your knowledge of teaching skills and strategies. For example, instilling classroom rules and routines in your students during the first two weeks of school so that you will have an easier time with classroom management during the rest of the school year.
Technology knowledge is your knowledge of the different tools and technology available. This refers to both low and high technology. For example, using a marker and laminated paper to practice writing letters, or using a smartboard to check the attendance.
Pedagogical Content Knowledge
Pedagogical content knowledge is your knowledge of which teaching strategies would best suit different topics. For example, Dolch words can be introduced to a class as a whole, through a simple story, but for daily reviewing, it is best done individually to avoid students copying each other’s answers, and in order to accurately monitor each student’s progress.
Technological Content Knowledge
Technological content knowledge is your knowledge base regarding which technologies would most effectively demonstrate or test different topics. For example, a revolving mobile of the planets would demonstrate to the students how the planets revolve around the sun, and what our solar system looks like.
Technological Pedagogical Knowledge
Technological pedagogical knowledge is your knowledge base on how technology can be used to carry out basic day-to-day teaching tasks. For example, using a smartboard to make checking attendance more fun for the students.
On using technology in education…
Most parents these days have an all-or-nothing approach to digital technology. In my opinion, this is unrealistic and a waste of a good opportunity. To me, it would be like having a laptop but telling your child that they have to use a typewriter instead. Technology has always been part of the learning experience, it’s just that we’ve advanced so much that people tend to forget that. We’ve come a long way from learning Math through an abacus and since the time of the overhead projector. Our children are lucky because they have the whole world at their fingertips. We shouldn’t be depriving them of this technology, but we shouldn’t be just letting them have a free-for-all either. Just like with anything else, there should be rules and moderation. We have to make sure to use technology carefully and wisely in order to enrich the learning experience of our children.
As teachers, however, there is the struggle of letting the tool take over. There is a tendency for the technology to be the focus of the activity, rather than the lesson that you are trying to impart. Technology should be used mindfully and in appropriate doses so that students are not overwhelmed or distracted by the medium, and forget the message altogether.