Technology Integration

This semester in EDU 584, I used tools such as Comic Life, i-movie, and garage band to produce a slide show for my class. I learned how to use Skype in order to communicate face to face with someone over the computer. We were asked to upload pictures from the internet and from our own desktop to make our our wiki pages more attractive. I learned that "command, shift, 4," would take a picture and automatically put in on my desktop. We used Microsoft Excel to enter, average, and correlate data.

Collaboration

Collaborating with Brenda Burnnell for my unit on retelling did not happen this year as she is no longer working in this building. Another monkey wrench was thrown into the mix when I was told that I would not be working with any second grade students this year. In order to meet UMF requirements I asked if I could have one second grade group for seven weeks. This shortened my unit greatly, but I was pleased to be able to continue with students that I had taught in both Kindergarten and First grade. We jumped right in with review on questions we ask ourselves when we read. They have learned about text-to-self connections, text-to-text connections, and text-to-world connections. We discussed how these connections helped us better understand the new information we were gathering. The students decided that a better understanding of the book led to a bigger possibility of retelling the important details in the correct order. We read and made "connections, with a few books at their DRA levels, before I dove into teaching them each component of a super retelling. With "Jack and the Beanstalk," I modeled retelling with puppet characters, two backgrounds (the settings) and the story line. After, we brainstormed what to include in their own retellings. The characters, setting, and the important details in the beginning, middle, and end, is what they came up with. From here we began retelling every book we read. They wrote about some stories and retold others orally. We used a kid-friendly rubric to be sure each component was included as they retold to a friend or myself. Our final project was to reenact Little Red Riding Hood. Characters were chosen, simple propts were made, and they decided which parts of the story were the most important to reenact. Later, They learned how to drag their photos into Comic Life, add "speach bubbles," and eventually make a slide show of their reenactment. Using their input on the final survey, I realized that this unit was a success. If I had had more time I would have covered more, but with the amount I had they seemed to learn a lot. Better yet, they had fun doing it. They are now off and learning with a second grade Title 1 teacher who has commented on how proficient they are at retelling the stories they read!

BME- collaboration......

Teaching a colleague something that takes a great deal of personal time is a difficult task. Especially when you’re teaching a highly respect teacher who has taken a similar class and agrees that planning to the several facets of learning sometimes over does a unit that can be taught effectively in a shorter amount of time.

In any circumstance, I teach others best by providing detailed examples of what they will need to accomplish. I talk about the steps taken to complete the assignment, and show the links and paperwork that were presented to me before I made my first attempts. Being a k through two teacher, I am use to gently guiding “students” through the process before letting them go and try on their own.

Brenda B. and I met on the Monday before my assessment timeline was due. I had not received my stage 3 assignment back, but feeling like I was on the right track, showed her the work I put in to creating my six lessons. I also showed her the corresponding assessments and the assessment timeline that I was working on. After looking at these examples I decided to show her our class wiki and the links that helped me through this project. We looked over the WHERETO’s page, the “facets of learning” page, and the “Backward Design: Stage 3” sheet. I also showed her the design checklist for stage 3. Keeping these stage 3 goals in mind helped us begin mapping out each letter of her WHERETO’s.

Feeling a bit guilty about putting this much work onto a fellow teacher (who has already gotten her Master’s degree), I stayed to help her map out and complete two of the six lessons for our writing component. We talked a great deal about the superlative parts of the backward design, along with the parts that seem a bit far fetched.

These were our thoughts: Designing with the end goal established is an awesome idea. We love knowing exactly what the students will need to accomplish before establishing the “mini” lessons that lead up to it. We love the thought of integrating technology into parts of the seven lessons, and how easy it is to establish assessments when planning this way.

We agreed that fitting lessons strategically in to the specific facets of learning is not always productive. Pushing lessons in to fill a particular category, rather than teaching lessons that fit well with the final goal ,doesn’t really make sense. Being exposed to the facets and WHERETO’s help to remind us how important it is to teach to the many different learning styles, but after years of teaching, this happens quite naturally. Finding a genuine audience for every unit is a bit far fetched. It would be great, but how do we do this with such limited resources and money?

Although the backward design would be effective, elementary teachers are not given the time needed to plan in this manner. I, for instance, get 25 minutes a day to plan my lessons, and this is not a common planning time. Just meeting with Brenda was difficult as we both had duties before or after school, we both have children who play baseball, we both are involved in a PLC, attend PET’s, teach all day, and I have class every Wednesday. Unfortunately this leaves very little time for collaborating.

Her's the history of technological tools presented and learned throughout my time at UMF:

Wiki Spaces-EDU 580 with Sue Thorson. We were asked to discuss big ideas using our wikispace.

Zotero- EDU 580 mod. 2. We used this tool to find articles on our research topics.

Blogs, Comic Life, and tagging in "Delicious"- EDU 583 with Grace Ward. Over this past trimester, I have jumped feet first into navigating around our class wiki, blogging, tagging sites, uploading pictures, putting them into Comic Life and on our wiki, linking, and much more. I've also been exposed to garage band and making i-movies.

Jenny R. Couture- Chapter 12

Chapter twelve, by J.B. Harris, was about TPCK in in-service education. I agree that teaching for veteran teachers is a combo of “careful, creative planning and spontaneous improvisations.” In-service teachers have a bag of ideas to choose from for every lesson they teach. They combine their own style and ideas with the style and ideas of other professionals. For many in-service teachers, it’s becoming clear that it’s time to start adding to our “bag of tricks” by learning and experimenting with technology. Harris makes it clear, however, that “educational technologies need to be applied appropriately in many types of teaching and learning. Technology should assist with- not overshadow- teachers helping students to meet curriculum based standards (p 252).”

Technology is meant to assist good teaching, not take the place of it. In doing this, teachers must recognize content, structure, and advantage. To me this means that we must follow the given curriculum while choosing the most appropriate (old or new) ways to teach it. If we have a technology that supports “inquiry, collaboration, and/or the re-configured relationships among students and teachers” than this may be more appropriate than a method previously used to teach the content.

The chapter went on, pointing out aspects of technological problems that we’ve been made aware of in previous chapters. Harris reiterated the “wicked problem,” of technology use by teachers, but later gave examples of ways in which technology could be used to enhance lessons. Keypals, information exchanges, telefieldtrips, social action projects were just a few excellent ideas mentioned.

One last quote that I feel should apply to both adults and to students:

“Adults need to know why they should learn something, and how, if at all, it will benefit them directly. Adults resent and resist situations in which they feel others are imposing their wills on them. Adults respond better to learning if their past experience and expertise can be acknowledged and used in the present learning act. Adults prefer authentic learning, in which direct ties to particular tasks, problems, or similar real-life situations are made (p.267)”

Giving students the same will enhance motivation and the likely hood that they will walk away realizing why it is important to be learning the lessons being taught.

Please see Chapter 11's first blog before reading this one!

Chapter 11- Continued...... As I finished this chapter, I reflected upon how “times have changed,” since I was a student teacher. The integration of type two technologies were never though about ten years ago. Now, presevice teachers are required to teach with technology during their student teaching, and are lucky enough to learn with their placement teachers. Preservice teachers are asked to wade through internet sources, critically questioning the data they find, and strategically incorporate it into their lessons. They must question whether direct experience, past ways, or a technology model or simulation would be the most appropriate way to increase student learning. “They are being asked to organize in research groups to conduct focussed observations and interviews in multiple classrooms where students use a variety of technologies as learning tools (p. 230).” They are questioning whether the technologies they’ve seen and used helped or interfered with the learning of the students. They are also being asked to think about using effective management strategies in order to create a more successful learning experience for the students and how technology tools might help us assess.

Since the beginning of this class, I have seen an increase in technologies being used to instruct in my school. Veteran teachers are allowing students to use smart boards, computers, digital cameras, and more. My students have taken virtual field trips, have searched the internet for information, and learned about comic life. Initially, I thought that these were the things I’d see in the future. Obviously the future is here, and our students do need to learn how to successfully use these technologies.

Although engaging students in experiences that we have not yet had is scary, it is crucial that we learn for our children and students.

Chapter 11

This chapter provided many ideas about what preservice teachers need to learn in gaining technological pedagogical content knowledge. I have to agree, that even today’s teachers (me) need to rethink, unlearn and relearn, change, revise, and adapt knowledge to better prepare our students and children to not only learn the content, but to think about it, challenge it, search it, explore it, and learn even more about it. Teaching is no longer just standing in front of the room giving information. It’s no longer round robin reading or asking just one to tell his or her thoughts. It’s now about guiding students to search for knowledge and make meaning from what they’ve found. Giving them some of the information and guiding them to create something more is so powerful. Teaching them to think, solve, ask questions, and self correct allows students to practice skills needed in the world outside the school.

Engaging students in experiences that we have not had is scary, but crucial for our children and students.

TPACK Chapter 5
World Language

This was the hardest chapter for me to connect with. I know very little about other languages and nothing about teaching a foreign language. As I read it, I thought about the numerous books I’ve asked my students to read. I try to be aware of likes and dislikes, often giving a survey at the beginning of the year asking them to circle three of their favorite things to read about. I could definitely connect with how students feel when they are forced to read something they are not interested in and know very little about. A good introduction would have helped a great deal with this chapter on integrating technology into world language lessons!

This chapter on teacher development and knowledge of WL teachers, made it pretty clear that those in the World Language Education have “agreed to disagree,” about what to include in such a program. Although standards and sub standards have been written, new needs arise as “socio-cultural contexts of education is considered (p. 108).”

Basically the argument behind this chapter was that teachers need to integrate technology into programs thoughtfully, but little has been done to actually create a “stand-alone standard.” Theory behind how a second language was learned (memorization, language use in social settings etc.), what expectations we want of students (competence or performance), and models that have been used to reach higher levels of language proficiency were discussed.

I highlighted parts that are important in any learning situation. Learning at it’s maximum (I believe) can only happen if students feel safe in the the environment they’re learning in. Fostering communication, giving guidance, and allowing ample opportunities for to students interact is key.

As I read the paragraph about developing listening comprehension, vocabulary acquisition, and the retention of the important information, I thought about adapting some ideas to my literacy classroom. Giving opportunities to infer the meanings of new words or expressions, and hyperlinking vocabulary words so students can go right to the meaning, a picture, or possibly a short video or demonstration, were two great ideas behind learning and retaining. Shown in context rather than just being told hits upon many different learning styles rather than just one, and allows for a more in-depth understanding of the information you’re teaching.

Finally, I have to agree with what researchers have found about asynchronous networks being in use when learning to read and write (even in a different language). Reading Recovery is big on this theory. If you can read it, you can write it, and vise versa. Both are needed to help our language learners be effective in both areas. At higher levels, the use of telecommunication networks are awesome for developing both areas in a highly motivating and interesting way.

Science, Technology, and teaching the topic-
specific challenges of TPCK in Science

I’d first like to define Pedagogical content knowledge, because it is talked about often in this chapter, and must be somewhat understood. PCK is defined as a “teacher’s understanding of how to help students understand specific content knowledge (p. 193).” This seems to develop as the teacher’s experience grows, and often encompasses understanding of the curriculum, student learning, assessments, and instructional strategies.

Three aspects that were discussed include 1.) knowing where to use technology, 2.) what technology to use, and 3.) how to teach with it. All three of these can be thought about when planning for any lesson in any content area.

As I read about each point of integration I continued to wonder where technology would best fit in a 25 to 30 minute reading/language arts or math lesson. I thought about the technologies that I’ve been exposed too (comic life, teacher tube, math games) and wondered how the teachers, principal, and superintendent would view my program if by chance they walked by and saw the lowest achieving students in the school engaged behind a computer screen. I agreed, that learning how to teach with these technologies is important and would be easier if I had a couple laptops in my classroom, more time to learn, and more time (to see the 31 students that are currently coming to my classroom two to five times a week for a “double dose” of direct, intensive instruction).
Money issues-
As money continues dwindle, just printing a few pages of my (Comic Life) project using the color printer makes me feel uneasy.
Time issues-
Although valuable for my comic life project, taking the time to create the two settings, choose the characters, and reenact the story took days away from the continued reading, writing, and discussion that would normally have taken place. It took five, thirty minute lessons to retell this one story. Normally, I would have introduced at least two books in this amount of time, asking them to retell the beginning, middle, and end verbally or in writing.

I walked away with new thoughts and some new wedsites to check out with my own children at home.

The Role of TPCK in physical education

Phew, I was relieved to hear what Luke E. Kelly’s perspective was on how to effectively use TPCK in physical education. I was just at a R.T.I. meeting today where the presenter informed us that literacy instruction should be a part of p.e., art, and music class. As I read the title of this chapter I began to wonder how our children (who only have one thirty minute time slot for p.e. now) would ever get any physical activity. After being introduced to new sight words, some vocabulary, and a virtual somersault on the computer there would be no time left to get up and get active!

Okay, I’m being smart. I’ll get on with what I learned from this chapter now.

Luke E. Kelly presented numerous examples of how to use “technology” effectively in the physical education setting. When I think of technology my mind does not automatically think of heart rate monitors, exercise bikes, treadmills, or star climbers. However, these devices would be highly motivating to students who have never been on exercise equipment before. Many of these devices have the ability to monitor a student’s progress and give immediate feedback on their performance. Charting ones capabilities at the beginning of the school year and comparing it with end of the year results would be a powerful way to show students how exercise can truly improve their lives.

This author gave examples of how technology can help a physical education teacher keep track of his or her 300+ students. Charts, report cards, print out posters, and task cards, are thought to help a teacher organize and be more effective and aware of student goals and achievement. Searching out knowledge using a computer is a much quicker way to gather the newest information and keep informed of the ever changing world of health and exercise.

Although all of these ideas would be highly beneficial to students, schools do not have the money to purchase these technological devices. If we can just hold onto our teachers, and a half hour time slot for exercise each week, we’ll be doing well.

TPCK in mathematics education

Flexibility, creativity, and imagination was at the center of this chapter which focused on TPACK in mathematics education. Connecting mathematics to the real world was another big concept that was discussed and exemplified on page 155 of our book. The challenge was to think about how to best teach pre-service, in-service, and our students all of the above without leading them to one program (or set of programs), but to build a solid foundation with the content while allowing them to creatively engage in their own meaning-making process using technology. This process is not intended to be separate, but integrated into lessons. The third construct was, pedagogy, and how educators successfully and comfortably teaching content using a “variety of approaches and strategies (p151).”

For all content areas the best uses of technology will be a “wicked problem (p. 146).” How and when teachers should incorporate technology into their lessons, and how often they allow students to use these tools will be huge questions in the near future. “It will become increasing important that teachers be adept at deciding where technology fits in such mathematics (and other content areas) instruction (p. 149).”

A few outstanding ideas that I’d like to see happen in all content areas (pre-k through 8) came from the National Council of Teachers of Mathematics. Not only did they take a stand, stating that “technology is an essential part of a current mathematics curriculum, that it leads to a variety of higher-order learning outcomes, and that it’s essential to have in any mathematics program, but they went as far as saying it may be necessary to limit the number of mathematics topics taught at each of the PreK through 8th grade levels so that teachers could cover this content more efficiently and in more depth.” This is not a new concept for teachers, but it’s nice to see such an organization writing down feelings that many of us share.

“A teacher who has a strong background in TPCK offers her student a considerable advantage in the learning of mathematics (p 155).” Being open, flexible, and willing to learn are truly the keys to life. Although I wanted to dig my feet in, thinking that I could teach without computers, I’m seeing how important it is to learn how to best incorporate technology into my lessons.

TPACK- English

I completely identified with the preservice teachers knowledge of technology integration in English. I had one typing course in high school, one technology course in college, and am just learning how important it is to expose my students to the tools they’ll need to be successful in life. Early on, I thought technology should be taught in one class and English in another. Now I’m realizing what a huge impact technology can have when it’s integrated within the context of the content being taught.

As our teacher said, UMF is on the “cutting edge,” by teaching students TPACK. This chapter demonstrated how the University of Minnesota is also on this edge by teaching under the Ed-U-Tech model. There is no better way to learn than giving preservice and novice teachers experience to create and share technology integration ideas with one another. Seeing, doing, and telling is how most of us learn best.

One area that I feel UMF lacks in is the introduction of technology before asking us to use it. We’ve been shown how to set up many accounts, but not properly taught how to navigate and use them. Jumping in before I was ready has been very confusing, mainly because I don’t know the purposes behind using one technology over another, how best to use it, and what each program can allow me to do. This is where an introduction to technology course would have been extremely helpful. Our book said it best, stating that “the modeling (of technology) was gravely important as preservice teachers need guidance and support to make important connections between course material and technology applications (p. 94).”

The big technology ideas that I took from this chapter included communication via email and discussion boards, and using Inspiration, StorySpace, HyperStudio, Claris Works, and the internet to create projects. I want to look further into many of these programs to see how I could use them in my Title 1a lessons.

BME Project

Brenda Burnell and I met on Friday, March 6th to create the stage 1 template for our second unit goal. Under our English Language Arts curriculum we have a goal numbered 2.4.1. This goal reads “Students will select a focus for writing and develop an idea, including a beginning, middle, and end.”

To help explain the process, I showed Brenda my completed stage one template. Using a number of other resources (1. the notes I had taken on establishing essential questions from our book, 2. the knowledge and skills sample sheet, 3. the verb list from page 161, and 4. the design checklist for stage one), I gave her an overview of the process I took to complete my template. We started talking about what we wanted our students to understand about our goal. We also discussed how our lesson(s) would impact our students in their regular classroom and in life outside the school. We began to throwing around ideas about using Reading Rainbow to get students excited about writing. (Reading Rainbow use to have a writing contest. You can still go onto the web sight and read the winning digital story books posted for each grade level). As we talked, we jotting down ideas about what we wanted our students to understand and what essential questions were key to best meeting these objectives. Using the “knowledge and skills sample” sheet we circled a few key words on what we wanted students to know. We also circled the skills that we felt would best meet our goals and used the verb list to help form these ideas. Finally we plugged it all into the template.

Brenda was amazed at the thinking behind this process. She felt that, although time consuming, it gets teachers thinking about our lessons as life long ones, rather than just the teaching of facts. Since she has had experience with Comic Life she was excited about the final project for our first goal, and wondered how we could use this or another type 2 technology (possibly a digital story book) to get our students writing for a bigger audience and purpose.

We left feeling excited, and I left with a few questions. Is our “big project” suppose to measure just one goal, or measure all the goals being integrated? My big project was to retell a story using comic life, hers was to write and publish (possibly) for the Reading Rainbow contest. Part of hers lessons will definitely include writing for their comic strips, while much of hers will have to do with writing well written pieces for an authentic audience.

Social Studies and TPCK

Although I do not teach Social Studies I was able to adapt much of what I read to Language Arts and Math. Along with Social Studies, the three content areas I teach impact and enhance life in a democratic society. Dewey stated it best by stating “life in a democracy requires citizens to deliberate and reflect in communal arena where barriers to participation are minimal and individuals act in practical and meaningful ways to improve their own life and contribute to the progress of humanity (Lee, 140).” Becoming a democratic citizen means being able to communicate, problem solve, and think; all skills which are learned and practiced in reading, writing, and math. This chapter stressed the importance of using technology to accessing, select, and sift through information. Teachers should help students develop critical media skills and provide opportunities to apply it. All of this leads to the creation of a more authentic learning experiences for our students. These experiences are supposed to lead to excitement, curiosity, and further pursuit of knowledge by the child/children involved.
A key point that I took from this chapter was this quote:
“Well designed digital (historical) resources should enable authenticity and student interest, facilitate student interaction with a wide range of practical and authentic (historical) subject matter, encourage creative and public applications of students’ emerging (historical) knowledge, and aid students as the design learning opportunities and construct tangible artifacts that represent personal and shared (historical) understandings (Calandra & Lee, 2005)” In adapting this to my classroom I could expose my students to digital story books (for instance), allow them to explore storybooks of interest, and then ask them to create, and post, their own. Once I know more about the other Web 2.0 publishing tools such as weblogs and wikis, podcasting, news aggregators, file sharing, and online writing tools I can (possibly) start incorporating these into my writing lessons as well.

 One of my two supermen!

Placing the magic in the classroom
TPCK in arts education

When I think of art at the Elementary level I think of paint on hands, glitter on tables, clay in hair, and twisted pipe cleaners! As I read this chapter, I wondered what Vygotsky and Michelangelo would think about the integration of technology into the art room.
Although I agree that technology is promoting “expression and creativity in new ways,” I fear that we’ll go from the hands on arts to a more computer based learning world. I know that this is not the extent that our book is taking, but we already have administers roaming our halls watching for “fluff” activities. We also have budget cuts that have taken valuable time away from our art, gym, and music programs. Tough times continue to threaten these valuable classes that develop creativity, fine and gross motor skills, and other brain-enhancing activities. As I read how art aligned with all the precepts, and how art opportunities hit upon the multiple intelligences, I wondered how sitting at a computer would enhance the kinesthetic, hands-on, or musical learning styles better than actually molding, crafting, and creating with multiple tools?

Another reality is that without proper training on how to incorporate technology into our classrooms we will continue to feel frustrated with the growing number of content demands, and not completely see how technology can enhance our content rather than crowd it. One teacher stressed that the key to integration is to know your soft and hardware requirements before jumping in. And yet this is never the approach that schools take before asking teachers to try new programs.

This chapter highlighted numerous ways in which teachers are using technology in arts education. One teacher tried iPhoto, iMovie, PowerPoint, and online discussions in a single semester. Another teacher gave students the “tools to find their voices” by blogging with soldiers in Iraq, using wikis to write, experimented with podcasting, and made movies for the community. These are awesome examples of how to enhance any activity already learned in the art or classroom. My idea, would be this: If computer technology is so important, than why are we not hiring a highly qualified person to work in each school? This person would devote his or her time creating extensions to what the teachers are already mandated to teach. He or she would provide the equipment and time needed to teach all students and staff the newest material and updated software on any particular content topic. This person could teach students the basics and integrate collaboratively with teachers and students on a daily basis. This program would not need to be scheduled. It would “mesh” with what is being learned that week. Kids would roam up and down the halls as this new learning station, project, or integration piece was being utilized in a particular content area. Equipment would eventually be provided for every classroom, allowing students to stay and work right from the classroom. Eventually, we’d all become so good at teaching and finding material that we would no longer need the computer person to teach, yet use this person as a resource when needed.

TPACK K-6 Literacy

This chapter on technology use in literacy was a breath of fresh air! After reading the 20 plus pages, I felt like I had two of the three TPCK areas under my belt. After nine years of teaching and four masters courses in literacy, I feel confident in the strategies I use to teach reading fluency, comprehension, vocabulary, language structure, and writing. Lesson planning, classroom management, and student assessment are areas that I’ve become comfortable with over time. These areas are constantly change and will be greatly impacted as more technologies are introduced into our world.
This third TPACK area (technology) is definitely the area that I need the most education and practice with. This chapter not only stated why technology is important in schools, but gave practical examples of how any kindergarten through sixth grade teacher could incorporate technology into literacy lessons. It was stated that:
”To become fully literate in todays world, students must become proficient in the new literacy of (ICT) Information and communication technology.”
Although I have a very specific job, I’m finally starting to see how I can use technology in a small group setting. Here are some examples of ways technology could be used in my classroom:
hypermedia and hypertexts- uses images and sound to enhance students comprehension and their ability to create text.
Computers- make the act of writing easier, especially editing and revising. This allows students to focus on ideas and organization rather than on mechanics.
Electronic or talking books- link to word pronunciations, sentences, and/or definitions. While listening, students develop a sense of story structure, build vocabulary, and increase word knowledge. Comprehension, motivation, and sight word acquisition is all enhanced.
Visual literacy- digital cameras, video cameras, inspiration, kidpiration, clicker5 and storybook can all be used to brain storm, with story grammar, character maps, writing, and more.

Specific examples of using technology in k-6 classrooms:

Create a digital story during literature circles (72)- This involves telling stories and sharing the information through multimedia.
Developing fluency using predictable text- This provides opportunities to hear and practice fluent reading by using a predictable story. The story uses repetative language and phrases allowing kids to chime in. They used Kid Pix.
Students compose with technology- They prewrote story ideas using inspiration and concept maps. They also composed the first draft and used SubEthaEdit to edit.

Although I dig my feet in when technology is mentioned, I’m becoming more excited to learn about and teach using these newer tools and programs. One on one help to learn would be greatly appreciated and highly beneficial for those of us who have not really had the time, desire, nor the practice of using technology in the classroom. With time and training, this whole new world will (hopefully) become less of a headache and more of a pleasure to use with my students.

Reinforcement k-6
Literacy, math, and science
Create a comic strip!

Zotero-2008

Phil Griswold's course
2008
Research Methods and computer integration course

- Throughout this course we were asked to use zotero. We used this to find research papers and books to use for our research paper.

Chapter 2

Jenny R. Couture
January, 2009
Chapter 2 in the
Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators

This chapter made me feel a bit bad! As a teacher and a single mother (who grew up without a computer), I did not realize the importance of having one in the home. I do have a very basic computer that my children use to type on. I also have dial-up internet, which is rarely used, because we never have time to just get on and explore. Getting twin five year old boys home, fed, bathed, read to, and into bed has been my priority. I guess we’re a prime example of the “digital divide,” which makes me thankful that my children do have computer lab one day a week at school.
Before reading chapter two in the Handbook of Technological Pedagogical Content Knowledge for Educators, I hadn’t realized that there were multiple digital divides. The aspect of equity, referred to as the first digital divide, is the basic one that I believe most of us think about when we think about equal access to technology. The second digital divide has to do with the inequity of how ICT is used in and outside of schools. The schools that have “fewer technologically skilled teachers, the children who get different technology assignments, and those who have less skilled parents,” are clearly at a disadvantage. The third digital divide has to do with the extent the TMI (technology mediated instruction) received by students is sensitive to their cultural backgrounds (p.43). This has to do with it’s “user-friendliness.” Bridging this divide requires us to think about cultural differences, being sensitive, and creatively incorporating them into TMI.
This chapter also led to some questions. What does ICT (information and communication technology) literacy really involve? I am one of the two literacy teachers at my school, and I have never before heard of ICT literacy. What is it? What is the best ways to teach it? And truly how important is it, when my main goal is to get lower achieving students to meet, and hopefully exceed the average reader and writer in his or her class?
I have a feeling I’m going to learn a great deal from this class. I had never heard of TMI, the three digital divides, or ICT before now, so my knowledge can only grow!

Chapter 1

Jenny R. Couture
January, 2009

Chapter 1 in the
Handbook of Technological Pedagogical Content Knowledge
(TPCK) for Educators

Before reading the first chapter in the Handbook of Technological Pedagogical Content Knowledge (TPCK) for Educators, I had no idea what “technological pedagogical content knowledge for educators” meant. After reading only seven pages, I had to stop, take notes, and reflect. Many definitions were given, along with similar phrases throughout the chapter. Now that I’m finished chapter one, I’d like to take a minute to summarize my notes. Here is what I learned:
-Technological pedagogical content knowledge(TPCK) is a framework for teacher knowledge for technology integration. This is critical for effective teaching with technology.

-There are two types of technologies, analog and digital. Analog includes such things as the chalkboard, whiteboard, a pencil, or microscope. Digital includes the computer, blogging, and the internet.

-Technology is defined on page 5 as- “Tools created by human knowledge of how to combine resources to produce desired products, to solve problems, fulfill needs, or satisfy wants.”

Remember: Particular technologies have specific affordances and constraints- affordance- the perceived and actual psychological properties of any object in the world. constraints-

functional fixedness- the manner in which the ideas we hold about an objects function can inhibit our ability to use the object for a different function (our own biases). Creative uses of technology requires us to go beyond this f.f. (p. 6)

-Technology integration- The act of including technology in teaching, is not a new phenomenon. You have to consider constraints and affordances.

-”Teachers practice in a highly complex, dynamic environment that asks them to integrate knowledge of student thinking and learning, knowledge of the subject matter, and increasingly, knowledge of technology. Teaching is an example of an ill-structured discipline with a high level of variability. (p.4)”

-”The push to integrate technology in teaching further complicates matters by bringing an additional domain of knowledge (technology knowledge) into the mix (p.4).”

This books view of technology does not distinguish between older technologies and newer ones (hand held calculators, overhead projectors, blogs, and MP3 players).

-There are many reasons why introducing technology complicates the processes of teaching: social and institutional contexts that are unsupportive of teacher’s efforts to integrate technology. Inadequate training, no one way that works for all. Lots of affordances and constraints......... (6).

Technology integration is made even more complex by the kinds of social and institutional contexts in which teachers work (9).

Unfortunately the problem of tech. integration has become named the SEP syndrome-somebody else’s problem! Teachers and techies read diff. journals, visit diff. conferences, and have fundamentally diff. visions of the role of technology in the classroom.

-It is not easy for teachers to navigate between the two worlds, worlds in which norms, values, and language can be diff. (10). These false beliefs need to be broken down.

There is no perfect solution to the problem of integrating technology into a curriculum. Instead, integration efforts should always be custom-designed for particular subject matter ideas in specific classroom contexts.

-Teaching divides, complicate the issue of technology integration in classrooms. digital natives (the first generation of students to live and grow up entirely surrounded by digital technology) and digital immigrants(those who have migrated to the technology later in life). 2. Those who have access to the new technology vs. those who do not.

Wicked problems- continue to present an ever evolving set of interlocking issues and constraints (11). The diversity of teachers, students, and technology coordinators who operate in this social context bring diff. goals, objectives, and beliefs to the table, contribute to the wickedness of this problem.

Knowledge generation does not typically end with all possible problems are solved, but rather when external factors such as running out of time, money, information, support, or other resources come into play.

** This book argues “That at the heart of good teaching with technology are three core components: content, pedagogy, and technology and the relationships between them. These three knowledge bases for the core of the TPCK framework. (12)

The goal for describing each of these bodies of knowledge is not to engage in philosophical discussions about the nature of knowledge. knowledge design-useable knowledge.....see pg 13.

Content Knowledge: knowledge about he actual subject matter that is to be learned or taught.

Pedagogical knowledge: is deep knowledge about the processes and practices or methods of teaching and learning and encompasses overall educational purposes, values, and aims. A generic form of knowledge that applies to student learning, classroom management, lesson plan development and implementation, and student evaluation. It includes knowledge about techniques or methods used in the classroom, the nature of the target audience, and strategies for evaluating student understanding.

Pedagogical content knowledge: PCK covers the core business of teaching, learning, curriculum, assessment, and reporting, such as the conditions that promote learning and the links among curriculum, assessment, and pedagogy. 14

Technology knowledge: is always in a state of flux- so cannot really be defined. 15

Technological content knowledge- technology and knowledge have a deep historical relationship. Progress in fields have coincided with the development of new technologies. Understanding the impact of technology on the practices and knowledge of a given discipline is critical if we are to develop appropriate technological tools for educational purposes. TCK can be defined as an understanding of the manner in which technology and content influence and constrain one another. 15/16

Technological pedagogical knowledge- is an understanding of how teaching and learning changes when particular technologies are used. This requires getting a deeper understanding of the constraints and affordances of technologies and the disciplinary contexts within which they function. 16/17 Teachers need to reconfigure the way we look at newer technologies as they were produced for other purposes, yet can be tweaked to fit our needs. Keep an open mind.

Technological pedagogical content knowledge- is an emergent form of knowledge that goes beyond all 3 components. They argue that TPCK is the basis of effective teaching with technology and requires an understanding of the representation of concepts using technologies, pedagogical techniques, and knowledge of what makes concepts difficult or easy to learn and how technology can help redress some of the problems that students face: students’ prior knowledge, theories of epistemology, knowledge of how technologies can be used to build on existing knowledge and to develop new epistemologies or strengthen old ones. Solutions lie in the ability of a teacher to flexibly navigate the space defined by the 3 elements.

“Teaching with technology is a difficult thing to do well (p.20).” However, this book suggests that there are some general implications for teachers who try to achieve this equilibrium, and they explore what this view implies for teaching practices.


Teacher knowledge in practice, or teachers as curriculum designers:

Be inventive
Each “wicked problem” is unique and case-specific.
Teachers need to be flexible in order to succeed.
Teachers practice an art, making hundreds of decisions a day.
Curricula do not exist independent of teachers. Teachers help construct and enact it in the classroom. Teachers are not merely the creator of the curriculum, but is a part of it: Teachers are curriculum designers, because implementation decisions lie primarily in the hands of teachers in their classrooms...........see pg. 21
The process of enacting teaching (with or without technology) in ways that are uniquely shaped by their personalities, histories, ideas, beliefs, and knowledge, has been called bricolage. This emphasizes situational creativity and flexibility. Teachers constantly negotiate a balance between technology, pedagogy, and content in ways that are appropriate to the specific parameters of an ever changing educational context.

As you can see, I am coming into this class with little knowledge about computers. I did not grow up with one, and only remember taking a typing class in high school. I am definitely just getting my feet wet when it comes to this whole new world of technology!
While studying to become an Elementary Educator I never realized how important computer information would become for our students. Children really are going to need to know how to effectively use one in order to function in the 21st century work field. What’s hard, is that many of us, (who are very good teachers, who have a passion for teaching, who love children and being creative) know very little about computers, let alone how to teach computer lessons.
My thoughts about integrating technology into the classroom continue to change with time. Because I am a “digital immigrant,” I have always been uneasy with computers, new programs, and technologies in our schools. I loved analogue technologies because they were simple to use, require no wires, and were what I grew up with. As a title 1a/Reading Recovery teacher of eight years, I was never included (until now) into the technology classes. Just one year ago, for instance, all teachers, except for Title 1a teachers were given laptops. I had one PC in my room, which I used to type up report cards on. E-mail was introduced a few years ago, but hardcopies were sent, so I never learned to use mine. Once it was made mandatory, I cringed, learned, and . . . . loved it! It was not as scary as I had thought, and truly liked being able to hit “reply” and instantly send my thoughts back to the sender.
Learning that technology includes things such as digital cameras, e-mail, and the internet, has me more excited than ever about this whole new world. Unfortunately, I have not had the time, nor money needed to explore other technologies in our school. I also wonder what place technology has in a title 1/Reading Recovery classroom where time is limited, and procedures have been set?
Only time will tell. Keeping a positive attitude, being willing to learn, and being given the time and equipment needed, will be key in the future success of teaching ourselves and our students about computers.