Technology in Engineering Pedagogy to Progress the Excellence of Teaching: Teaching Learning Process

Technology in Engineering Pedagogy to Progress the Excellence of Teaching: Teaching Learning Process

Durga Prasad Garapati (Shri Vishnu Engineering College for Women, India) and Padmaja S.M. (Shri Vishnu Engineering College for Women, India)
DOI: 10.4018/978-1-7998-2245-5.ch001

Abstract

Quality evaluation is a basic part of education that enables teachers to help learning and to improve instructive programs. Engineering education has been confronting impressive difficulties concerning commendable educating, information organization, and knowledge deployment. Consequently, desires for new teaching methods and learning approaches should be created in the arena. The objective of this chapter is to incorporate various teaching learning methods, educational tools to improve the learning experience of students, and also to fulfil the teaching experience of faculty. The purpose of this research is also to explore the effects of innovative teaching learning strategies based on the performance of student grades. The experiment has been carried out on two courses of electrical and electronics engineering. There are no commendable measures to evaluate the learning outcomes of the student hourly basis in traditional pedagogy. Therefore, this chapter proposed various pedagogical approaches that help to achieve the desirable things.
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Introduction

The pedagogy of engineering has a very long history. In November 1951, Hans Lohmann's foundation of the Institute of Engineering Pedagogy lastly institutionalized the education and research in engineering pedagogy. His work focuses on technology and technical education. Lohmann’s, set the groundwork for an understanding of engineering pedagogy, whose aim is the particular technical and technological design.

As teachers understand, teaching is a complex practice that needs many types of specific expertise to be interweaved. Teaching is thus an instance of an ill-structured discipline which really requires instructors to apply intricate structures of experience across distinct instances and backgrounds (Mishra, Spiro, & Feltovich, 1996; Spiro & Jehng, 1990).

According to studies by (Eggen, Kauchak, 2006) at least four distinct types of knowledge are crucial to understanding specialist teaching:

Content knowledge – we can't teach what we don't know, a comprehensive knowledge of the subjects we teach is crucial in all content fields for all educators.

Knowledge of pedagogical material – the capacity to generate examples, understanding methods of depicting the topic that make it understandable to others, and comprehension what makes it simple or hard to learn particular subjects.

General pedagogical expertise – includes an understanding of overall instructional values and governance of the classroom that defies individual subjects or subject regions.

Knowledge of students and learning–the most significant awareness a professor can possibly have is crucial for efficient teaching. By constantly telling us that we don't teach material, we educate learners, it affects the way we educate. The capacity of teachers to adapt their training based on the knowledge of learners is crucial for efficient learning.

Most conventional teaching and learning techniques are described by particularity (pencil for writing, microscope for viewing tiny items) (Simon, 1969). These techniques attain transparency of interpretation over time (Bruce & Hogan, 1998); they get to be widespread and were not even perceived as innovations in most instances. In comparison, digital technologies such as computers, mobile devices, and application software are impish.

It can be challenging to acquire a fresh knowledge base and skill set, especially if it is a time-consuming activity that needs to fit into a busy timetable. Moreover, it is unlikely that this knowledge will be used unless educators can conceive of technology uses consistent with their current pedagogical views (Ertmer, 2005). In addition, educators were often given insufficient training for this assignment. Many approaches to professional development of educators give a one-size-fits-all approach to inclusion of technology when educators actually work in various teaching and learning environments.

How can teachers include technology in their teaching in the face of these issues? An approach is needed that treats learning as an interaction between what the educator knows and what he understands in his or her classrooms.

Three central elements are at the center of technological excellent learning: content, pedagogy and technology, and the links between them. The heart of the technological, pedagogical and content-based (TPAK) structure are those three knowledge bases (content, pedagogy, and technology).

The efficiency of a lecturer shows the capacity to generate the anticipated results for the teacher in the learning operations. Effectiveness of teachers is the production of predicted results (James E.Ogbu, 2012). In all engineering colleges, electrical discipline curriculum consists of power electronics and Digital Electronics subjects where students will learn about different converters and logical design using synchronous and asynchronous circuits. Today in all industries power electronics converters and digital electronics plays major role in conversion of power and to control. Hence it is necessity for instructor to introduce different education tools like simulation tools, available labs in the department, virtual laboratories etc., for better understanding of the concepts (S. Dormido, 2005; J. Sanchez, 2004; W. G. Hurley, 2005; V. Fedak, 2005).

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