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!