Thursday, April 30, 2009
Blog/Wikispace
During EDU 580 Tech Module III I learned more about using and creating wikispaces. I also had the opportunity to learn how to use a blog for the first time. I discovered that blogging is a way to keep track of all the new learning that is occurring. It is also an opportunity for people to respond and share their thinking in regard to my posts. At this point I have learned how to make and edit posts. I also know how to add links and to post comments to a blog. During this module I was able to also more extensively utilize the wikispaces that have been created.
Wikispace
During EDU 580 Tech Module I, I learned all about how to use and create wikispaces. During this module I had the opportunity of managing a wikispace to keep track of assignments and to conduct a research project. It also served as a way to work collaboratively with colleagues. I have discovered that using a wikispace provides many avenues of using type II technology. It is an excellent way to share opinions and ideas and respond to other people's opinions and ideas. You can also post images, videos and sound to share with others. It seems to be an easier way to create a type of web page. I have also tried using a wikispace with my own third grade class to showcase their writing and to allow parents to respond. It has been a pretty cool experience of all of us.
Friday, April 24, 2009
TPCK Chapter 12 - in-service education
As I read chapter twelve, I found myself agreeing with several of the ideas presented by Judith Harris. I was surprised to see myself being described at times. It was useful to read about how to help in service teachers gain TPCK skills.
One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.
This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.
In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.
One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.
This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.
In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.
Wednesday, April 15, 2009
TPCK Chapter 11
TPACK Chap 11 - Guiding Preservice Teachers in Developing TPCK
There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.
One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.
Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.
The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.
This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!
There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.
One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.
Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.
The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.
This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!
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