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!