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.