Naidu, S. (2016). Technology, education, and design: The sciences of the artificial. In M. R. Panigrahi (Ed.), Resource book on ICT integrated teacher education (pp. 46-60). New Delhi: Commonwealth Educational Media Centre for Asia. Retrieved from http://cemca.org.in/ckfinder/userfiles/files/ICT%20Integrated%20Teacher%20Education-Final_Low%20with%20Cover%20Back.pdf#page=48

Abstract: 

“Technology, Education and Design: The Sciences of the Artificial reflects that the design of effective, efficient and engaging learning and teaching experiences is the product of synergies derived from knowledge about the technology, pedagogy and the subject matter. It includes knowledge about the affordances of each attribute, as well as knowledge that lie at the intersections of these three variables. More recently dubbed as technological pedagogical content knowledge by Mishra and Koehler, this is an idea that extends Lee Shulman’s concept of pedagogical content knowledge to include knowledge about the technology (i.e., the media), and the content (i.e. subject matter that is to be learned and taught). At the heart of synergies derived from this kind of knowledge is design which is a science of the artificial, as opposed to a natural science. And this is about creating and orchestrating how productive learning and teaching experiences ought to be. The ideas that are articulated in this chapter will resonate with teachers and teacher educators as they search for ways to integrate ICTs in their teaching and learning activities.”