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.
Friday, March 27, 2009
Tuesday, March 24, 2009
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.
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.
Friday, March 20, 2009
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.
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.
Wednesday, March 18, 2009
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.
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.
Sunday, March 15, 2009
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.
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.
Monday, March 9, 2009
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.
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.
Wednesday, March 4, 2009
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.
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.
Tuesday, March 3, 2009
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