Wanda Heath, my colleague, and I decided to begin our integrated unit the first week of school. There was a mix up with the shipping of the living organisms from Kansas. The larvae came two weeks earlier and the weather was colder than expected. Most of the larvae did not complete their life cycles. The Journey North Website provided visual images of monarch caterpillars/butterflies that our living organisms could not. The website also provided a globe and map of the migration route to and from Mexico. This component of the website assisted the students with a better understanding of the route, then I could provide for them using a 2-D map. During our science instructional time, we swapped students to teach two different aspects of the unit. Wanda worked with the students on how to successfully complete a journal entry using a rubric that I created. After viewing the two class rubrics, we decided to reinforce the students understanding of the rubric by modeling each component of the rubric. According to the data collected, the male students in my class were not as successful as the female students. The behavior that is demonstrated in my classroom by the male students could explain this result. Wanda did state she had to separate some of the male students due to their behavior in her room. While Wanda was teaching language arts, I was teaching the life cycle of a monarch butterfly. I used the Journey North Website with the Smart Board in order for students to interact with the website. I placed the Pro-scope software on my computer for the students in both classes to use. Since I had prior knowledge of the pro-scope, I taught the students how to use it to assist in making observations of our living organisms. I created a summative assessment to use for the classifying insects and non –insects. This was created on Kid-Pix then I downloaded the template on to Wanda’s computer for her to use as an assessment with her students. We taught our students how to analyze facts from nonfiction texts, and to place this information into their own words. Unfortunately, the female students in my class did not enjoy this part of the unit, according to data collected from the perceptual survey. Wanda and I had decided last June to do a cooperative project with our students. However, our schedules did not provide an opportunity to create insects out of recycled materials. My schedule did work out with another first grade teacher. This project met the Aural, Verbal, Social, Visual, Physical, and Logical learning styles. Each learning style was addressed through this unit.
I did find that I needed to shorten the unit due to time constraints. The lesson that followed the standards in science and language arts was the lesson I focused on. The technology component of this unit was difficult because of technological problems with our lab tops. The students’ overall performances in the class slideshow allowed them to demonstrate their understanding of the life cycle of a monarch butterfly.
Wednesday, December 2, 2009
Friday, May 8, 2009
Working with Colleague-3
My colleague and I met Thursday after school. We decided that we would begin our unit the third week of September 2009. Wanda will provide Language Art instructions, while I will provide the Science instructions for our students. Our students will be switching classrooms during this instructional time. We reviewed the three facets of understanding that she will base her teaching instructions on.
1. Students will assume the role of a Monarch Butterfly and/or caterpillar and write a story about their life.
2. Students will document their observations from a microscope picture of an aspect of a Monarch’s life.
3. Students will analyze facts from Nonfiction text and Websites.
The essential questions for Language Arts are:
How do we search for information/answers on a specific topic?
How do we analyze facts into our words?
How do we document changes in living organisms?
I explained the WHERETO’s to my colleague and we discussed the seven learning styles. She uses the seven learning styles in her teaching, but found the language different.
The first two weeks of school we will be introducing the attributes of insects. I will demonstrate how to use my Kidspiration template on the Smart Board. I have used this template in the past to help my students rethink their new learning. Wanda and I decided to do a cooperative project with our students. Working in groups, they will create insects out of a variety of materials.
1. Students will assume the role of a Monarch Butterfly and/or caterpillar and write a story about their life.
2. Students will document their observations from a microscope picture of an aspect of a Monarch’s life.
3. Students will analyze facts from Nonfiction text and Websites.
The essential questions for Language Arts are:
How do we search for information/answers on a specific topic?
How do we analyze facts into our words?
How do we document changes in living organisms?
I explained the WHERETO’s to my colleague and we discussed the seven learning styles. She uses the seven learning styles in her teaching, but found the language different.
The first two weeks of school we will be introducing the attributes of insects. I will demonstrate how to use my Kidspiration template on the Smart Board. I have used this template in the past to help my students rethink their new learning. Wanda and I decided to do a cooperative project with our students. Working in groups, they will create insects out of a variety of materials.
Wednesday, April 29, 2009
Chapter 12 In -service
Chapter 12 references good teaching to jazz music and includes quotes from jazz performers like Duke Ellington and Dizzies Gillespie. Duke Ellington’s quote, “Jazz today, as always in the past, is a matter of thoughtful creation, not mere unaided instinct,” needs to be printed on all school pamphlets with the beginning changed to “Teaching today….I am tired of hearing what a great job you have, you only work nine months out the year. Or those who can’t do.. –Teach.” If teaching to the diversity of my students’ learning styles, socioeconomic class, cultures, and technological literacy was so easy, then why am I spending week nights and weekends developing activities to assist my students in their learning?
In order to teach in today’s society, educators need to be knowledgeable in content areas, learning styles, developmental abilities, and technology integration. Each of the following needs to be interdependent, for one alone cannot be used to be an effective educator. If teaching was based on creation alone, then the natural instinct required to adjust teaching instructions to meet the needs of diversity in learners may not be successful. The quote from Branford Marsalis, “You don’t know what you like, you like what you know. In order to know what you like, you have to know everything.” This quote correlates to the knowledge required to be an effective teacher.
Once again this chapter stresses the importance of TPCK in education. Applying TPCK “activity types” with technology tools to curriculum standards can help educators design more flexibly, and diverse lesson plans. As educators with years of experience behind us have learned, we know that we need to have an open mind when it comes to using new instructional tools and resources. Dizzie Gillespie quote, “ It’s taken me all my life to learn what not to play,” expressed the need to have an open mind in order to develop TPCK.
In order to teach in today’s society, educators need to be knowledgeable in content areas, learning styles, developmental abilities, and technology integration. Each of the following needs to be interdependent, for one alone cannot be used to be an effective educator. If teaching was based on creation alone, then the natural instinct required to adjust teaching instructions to meet the needs of diversity in learners may not be successful. The quote from Branford Marsalis, “You don’t know what you like, you like what you know. In order to know what you like, you have to know everything.” This quote correlates to the knowledge required to be an effective teacher.
Once again this chapter stresses the importance of TPCK in education. Applying TPCK “activity types” with technology tools to curriculum standards can help educators design more flexibly, and diverse lesson plans. As educators with years of experience behind us have learned, we know that we need to have an open mind when it comes to using new instructional tools and resources. Dizzie Gillespie quote, “ It’s taken me all my life to learn what not to play,” expressed the need to have an open mind in order to develop TPCK.
Tuesday, April 28, 2009
Chapter 11 Preservice
Chapter 11 Guiding Preservice teachers in developing TPCK
John Dewey’s quote, “If we teach today as we taught yesterday, then we rob our children of tomorrow,” expresses the need for change in education in order to meet the changes in society. This chapter states the need for preservice teachers to be guided towards the literacy skills to teach not only for today, but also for tomorrow. As educators, we understand the need to create educational instructions to prepare our students for the twenty-first century in order for students to be competitive in the workforce.
Preservice teachers have the same “wicked problem” as in-service teachers; most students that we teach are digital natives. It is difficult to instruction students with different technology learning experiences, as it is with diversity in learning styles.
I liked the idea of creating collaborative study groups with similar grade levels. Our courses need to be designed with this idea in mind, in order for us to plan and design instructional objectives and assessments for all the content areas that we teach. Technology then could be used as an enrichment tool that is integrated within each content area.
I have not explored real-world problems with my first graders. After incorporating a real -world problem into my unit on butterflies, I found that it would make the unit more applicable to my students. Using technology as a productive tool, and a problem-solving tool will enhance my teaching instructions and provide students with new tools to assist them in their learning. This chapter reflected on the use of technology to enhance students’ learning, which also should be used in assessing their knowledge. It has been expressed through out this book, that it is important “how” and “why” we use technology.
The quote, “learning is not a spectator sport,” applies to students and educators alike. We need the opportunity to apply and use new knowledge in order for it to become affective learning. I have found that through the last few years, that I have taught, some students would prefer to be spectators and have the teacher do the “thinking” for them. Is this another “wicked problem” we will be facing each year?
Preservice and in-service teachers face many “wicked problems” when trying to implement TPCK affectively in order to improve our teaching instructions, strategies, and assessments.
John Dewey’s quote, “If we teach today as we taught yesterday, then we rob our children of tomorrow,” expresses the need for change in education in order to meet the changes in society. This chapter states the need for preservice teachers to be guided towards the literacy skills to teach not only for today, but also for tomorrow. As educators, we understand the need to create educational instructions to prepare our students for the twenty-first century in order for students to be competitive in the workforce.
Preservice teachers have the same “wicked problem” as in-service teachers; most students that we teach are digital natives. It is difficult to instruction students with different technology learning experiences, as it is with diversity in learning styles.
I liked the idea of creating collaborative study groups with similar grade levels. Our courses need to be designed with this idea in mind, in order for us to plan and design instructional objectives and assessments for all the content areas that we teach. Technology then could be used as an enrichment tool that is integrated within each content area.
I have not explored real-world problems with my first graders. After incorporating a real -world problem into my unit on butterflies, I found that it would make the unit more applicable to my students. Using technology as a productive tool, and a problem-solving tool will enhance my teaching instructions and provide students with new tools to assist them in their learning. This chapter reflected on the use of technology to enhance students’ learning, which also should be used in assessing their knowledge. It has been expressed through out this book, that it is important “how” and “why” we use technology.
The quote, “learning is not a spectator sport,” applies to students and educators alike. We need the opportunity to apply and use new knowledge in order for it to become affective learning. I have found that through the last few years, that I have taught, some students would prefer to be spectators and have the teacher do the “thinking” for them. Is this another “wicked problem” we will be facing each year?
Preservice and in-service teachers face many “wicked problems” when trying to implement TPCK affectively in order to improve our teaching instructions, strategies, and assessments.
Friday, April 10, 2009
TPCK-in Physical Education
As I read Chapter Ten, I became aware of the science course work that is required to teach Physical Education. I did not realize this study of kinesiology included courses like biomechanics. Each chapter has exposed me to new knowledge and understanding of content areas that I have not taught or attended courses on.
The PCK in Physical Education, has the same dimensions as all other content areas: knowledge and conceptions for the purpose of teaching, knowledge of student’s understandings of conceptions and misconceptions, knowledge of instructional strategies, and curricular knowledge. (208) Each content has an overall goal that educators what students to achieve. Physical Education goals focus on teaching physical and motor skills. I understand that Jacob our P.E. teacher is working with students that have different developmental motor skills for their age. Students are not playing outside like we use to, they are in front of their X-Box or Playstation.
I decided the only way to understand this content area is to talk to Jacob. I asked him how he uses technology in P.E. Jacob stated he uses technology to inform parents of the motor skills he is teaching. He takes pictures of students performing different skills. Sometimes these pictures are downloaded to e-mail or to the school website. Jacob commented that if he had a screen and a projector that he could set up in the gym, students would be able to view their performances, and then immediate feedback could be shown to students. However, with the budget cuts, he knows that the projector and screen will not be coming anytime soon.
I did find the information at the end of page 210 ironic. It discussed how feedback and practice helps to train the brain to move the correct muscles as they are needed. When we are learning new skills, I always tell my students we are training our brains.
Physical Education has it share of “wicked problems.” The lack of technology tools and applications due to expense and the limited time students have in a P.E. class. Students at the elementary level have P.E. once a week for thirty minutes. The CRE training requires P.E, for twenty to thirty minutes three to four times a week in order for the training to be effective. How is this limited time in P.E. beneficial to our students who have been labeled obese?
In our new school, I hope Jacob is able to obtain the technology tools he needs to make his teaching easier to manage.
The PCK in Physical Education, has the same dimensions as all other content areas: knowledge and conceptions for the purpose of teaching, knowledge of student’s understandings of conceptions and misconceptions, knowledge of instructional strategies, and curricular knowledge. (208) Each content has an overall goal that educators what students to achieve. Physical Education goals focus on teaching physical and motor skills. I understand that Jacob our P.E. teacher is working with students that have different developmental motor skills for their age. Students are not playing outside like we use to, they are in front of their X-Box or Playstation.
I decided the only way to understand this content area is to talk to Jacob. I asked him how he uses technology in P.E. Jacob stated he uses technology to inform parents of the motor skills he is teaching. He takes pictures of students performing different skills. Sometimes these pictures are downloaded to e-mail or to the school website. Jacob commented that if he had a screen and a projector that he could set up in the gym, students would be able to view their performances, and then immediate feedback could be shown to students. However, with the budget cuts, he knows that the projector and screen will not be coming anytime soon.
I did find the information at the end of page 210 ironic. It discussed how feedback and practice helps to train the brain to move the correct muscles as they are needed. When we are learning new skills, I always tell my students we are training our brains.
Physical Education has it share of “wicked problems.” The lack of technology tools and applications due to expense and the limited time students have in a P.E. class. Students at the elementary level have P.E. once a week for thirty minutes. The CRE training requires P.E, for twenty to thirty minutes three to four times a week in order for the training to be effective. How is this limited time in P.E. beneficial to our students who have been labeled obese?
In our new school, I hope Jacob is able to obtain the technology tools he needs to make his teaching easier to manage.
Tuesday, April 7, 2009
Working on Stage 3 with colleague
4/7/09
I met with my colleague after school to discuss Stage 3. She was impressed with the websites that I have incorporated into our Science unit. I will be using these sites to instruct both classes. She asked why I did not included a microscope as an observation tool. She was not aware that the microscope we have used in the past, has software that we can not upload on to our computers. She suggested that I have students use a digital camera to take pictures of the caterpillars during observation times and use the pictures to create a slide show or a class book. My colleague stated that she does not use the Stage 3 format to create lesson plans and found it too complex to incorporated.
I met with my colleague after school to discuss Stage 3. She was impressed with the websites that I have incorporated into our Science unit. I will be using these sites to instruct both classes. She asked why I did not included a microscope as an observation tool. She was not aware that the microscope we have used in the past, has software that we can not upload on to our computers. She suggested that I have students use a digital camera to take pictures of the caterpillars during observation times and use the pictures to create a slide show or a class book. My colleague stated that she does not use the Stage 3 format to create lesson plans and found it too complex to incorporated.
Friday, April 3, 2009
TPCK-Chapter 5 World Language
Chapter 5 reinstates the “wicked problem,” of technology being taught to preservice teachers in isolation instead of in conjunction with a content area. This “wicked problem” can be found in all content areas not just in the language area. Content knowledge is required to successfully teach a foreign or a second language. This knowledge is consistent with each content area that is required. Educators need to have strong content background knowledge, understanding, and skills for each content area. The difference between world language and other content areas is the requirement to learn how to communicate across cultural borders.
According to Skinner and Chomsky (110) languages cannot be taught by memorizations. Language structures are taught through exposure, knowledge, and performance. This is true for all new learning. The saying “If you don’t use it, you lose it,” explains why memorizations provide information to stay in our short-term memory, instead of moving into long-term memory. Performing new learning enhances students’ knowledge and understanding. Real time network is a resource that can be used to assist students in their performance. Chapter 5 provided a list of networks that can be used to enhance conversation performance and cultural exposure. The Internet, chatroom, video conferencing, and text messaging are new technology (115) that can provide access to cultures far away. I do have concerns with the way our language structures are being reduced to single letters for example: lol. Grammar rules do not exist when students are text messaging each other. How is this affecting language structure in writing?
Microsoft Word was given as an example of technology integration for the writing process. I know that I depend on Microsoft Word to provide an easy access to creating a variety of texts.
As stated in Chapter 7 it is more important to focus on “how” technology can be used to assist students rather than “what” technology should be used. Once my knowledge and understanding reaches a comfort level, I will be more inclined to integrate technology into the content areas that I am required to teach.
According to Skinner and Chomsky (110) languages cannot be taught by memorizations. Language structures are taught through exposure, knowledge, and performance. This is true for all new learning. The saying “If you don’t use it, you lose it,” explains why memorizations provide information to stay in our short-term memory, instead of moving into long-term memory. Performing new learning enhances students’ knowledge and understanding. Real time network is a resource that can be used to assist students in their performance. Chapter 5 provided a list of networks that can be used to enhance conversation performance and cultural exposure. The Internet, chatroom, video conferencing, and text messaging are new technology (115) that can provide access to cultures far away. I do have concerns with the way our language structures are being reduced to single letters for example: lol. Grammar rules do not exist when students are text messaging each other. How is this affecting language structure in writing?
Microsoft Word was given as an example of technology integration for the writing process. I know that I depend on Microsoft Word to provide an easy access to creating a variety of texts.
As stated in Chapter 7 it is more important to focus on “how” technology can be used to assist students rather than “what” technology should be used. Once my knowledge and understanding reaches a comfort level, I will be more inclined to integrate technology into the content areas that I am required to teach.
Sunday, March 29, 2009
TPCK Chapter 8 Art Education
The first paragraph expressed the need for present day workers to be skilled in the digital-age literacy, in order to be successful in the twenty-first century. With this skill comes the need for training and then the “wicked problem,” appears with new changes in technology.
During my undergraduate studies, I only attended one art method class and two music classes. The rest of the classes that I attended were core classes. Chapter Eight discussed the lack of preparation for preservice teachers in art education that is due to content requirement. This “wicked problem” does not allow for technology to be integrated into music and art, because of the limited exposure to methods curriculums.
Art and Music provide students with real world experiences, and allows for self-discovery but is mentioned as possible budget cuts each year. Brain research states the benefits that art education has on both brain hemispheres. However, it stills remains open to budget cuts.
I love Michelangelo’s quote, “I am still learning.” My students will ask me questions and when I don’t know the answers, I tell them that I need to search for the answers on the Internet. They think because I’m their teacher, I know all the answers. I explain to them, that don’t have all the answers that I never want to stop learning. It would make the world be a boring place.
Chapter Eight provided several websites for teachers to explore. I decided to explore the Crayola website. I found a poetry link for concrete, acrostic poems and a rhyming dictionary. This site also provided audio with a fluent and expressive reader. I will integrate this website with my poetry unit. This chapter also stated that art lessons should be integrated into content areas to enhance learning for kinesthetic, visual, and auditory learners. The “wicked problem” is the time constraint due to the many standards that we are required to teach. First graders love to paint with watercolors and mold clay into characters for clay animation movie. I remember when school was fun!!!!!!
Art Education relates to the cognitive learning theory by Vygotsky, Feuerstein, Hoffman, and Miller (171) on how people learn by attaching prior knowledge to new knowledge, providing opportunities for self expression, and moving to independent use and application. How can we consider cutting art education in our schools?
During my undergraduate studies, I only attended one art method class and two music classes. The rest of the classes that I attended were core classes. Chapter Eight discussed the lack of preparation for preservice teachers in art education that is due to content requirement. This “wicked problem” does not allow for technology to be integrated into music and art, because of the limited exposure to methods curriculums.
Art and Music provide students with real world experiences, and allows for self-discovery but is mentioned as possible budget cuts each year. Brain research states the benefits that art education has on both brain hemispheres. However, it stills remains open to budget cuts.
I love Michelangelo’s quote, “I am still learning.” My students will ask me questions and when I don’t know the answers, I tell them that I need to search for the answers on the Internet. They think because I’m their teacher, I know all the answers. I explain to them, that don’t have all the answers that I never want to stop learning. It would make the world be a boring place.
Chapter Eight provided several websites for teachers to explore. I decided to explore the Crayola website. I found a poetry link for concrete, acrostic poems and a rhyming dictionary. This site also provided audio with a fluent and expressive reader. I will integrate this website with my poetry unit. This chapter also stated that art lessons should be integrated into content areas to enhance learning for kinesthetic, visual, and auditory learners. The “wicked problem” is the time constraint due to the many standards that we are required to teach. First graders love to paint with watercolors and mold clay into characters for clay animation movie. I remember when school was fun!!!!!!
Art Education relates to the cognitive learning theory by Vygotsky, Feuerstein, Hoffman, and Miller (171) on how people learn by attaching prior knowledge to new knowledge, providing opportunities for self expression, and moving to independent use and application. How can we consider cutting art education in our schools?
Sunday, March 22, 2009
Working with Colleague on Stage 2
Wanda and I have not met in person to discuss Stage 2,due to my illness and kidney surgery. We have communicated through e-mail and paper and pencil. We will need to meet to discuss the Product and Presentation Criteria. I'm not sure if she wants her class to be involved in this project or not. Two of the rubrics we will be using are the district's rubric. We will also use a third rubric based on students' journal entries of their observations. I will need to meet with Wanda to discuss the rubric and explain how we will use it in the fall.
Sunday, March 15, 2009
Chapter 7 TPCK in Mathematics
The quote by Albert Einstein, “Imagination is more important than knowledge. For knowledge is limited to all we now know and understand, while imagination embraces the entire world, and all there ever will be to know and understand,” (145) makes reference to the real world. This correlates with the reason for the use of technology in our school systems, for it to provide students with real life experiences that cannot be found in textbooks.
I do agree with the statement found on page 146. I spend too much time worrying over “what” type of technology to use, instead of focusing on “how” to use the technology. This is my wicked problem! When I was in High School we were taught how to solve mathematical problems, then we were allowed to use a calculator to check the answers. Now High School students use the calculators to solve the math problems, but do not know how to work through the computation process. Is this a wicked problem that our society will have to address when these students enter the work force?
Hurrah for the idea of limiting the mathematical concepts that will be taught in grades K-8. This will provide me with the opportunity to cover standards more effectively. At the first grade level, the students need many opportunities for practicing these concepts. Our math program, Investigations, requires many math concepts to be taught throughout the school year. With so many math concepts to teach there is not enough practice time or time spend on any one of these concepts in order for students to achieve mastery level.
Chapter 7 provides positive reasons to integrate technology into mathematical instructions. Technology can be used to help educators create lesson plans that are engaging, imaginative, and will meet the needs of diverse learning styles.
What I have learned from this chapter is that the mathematical framework needs to include students’ prior knowledge and understanding, builds and organizes factual knowledge, and uses a meta-cognitive approach to help students learn new math concepts. In order to provide successful mathematical instructions, this framework needs to be integrated with technology that can engage students in real world experiences.
I do agree with the statement found on page 146. I spend too much time worrying over “what” type of technology to use, instead of focusing on “how” to use the technology. This is my wicked problem! When I was in High School we were taught how to solve mathematical problems, then we were allowed to use a calculator to check the answers. Now High School students use the calculators to solve the math problems, but do not know how to work through the computation process. Is this a wicked problem that our society will have to address when these students enter the work force?
Hurrah for the idea of limiting the mathematical concepts that will be taught in grades K-8. This will provide me with the opportunity to cover standards more effectively. At the first grade level, the students need many opportunities for practicing these concepts. Our math program, Investigations, requires many math concepts to be taught throughout the school year. With so many math concepts to teach there is not enough practice time or time spend on any one of these concepts in order for students to achieve mastery level.
Chapter 7 provides positive reasons to integrate technology into mathematical instructions. Technology can be used to help educators create lesson plans that are engaging, imaginative, and will meet the needs of diverse learning styles.
What I have learned from this chapter is that the mathematical framework needs to include students’ prior knowledge and understanding, builds and organizes factual knowledge, and uses a meta-cognitive approach to help students learn new math concepts. In order to provide successful mathematical instructions, this framework needs to be integrated with technology that can engage students in real world experiences.
Tuesday, March 10, 2009
Chapter 4 Development of English
The ED-U-Tech program from the University of Minnesota was an interesting approach to creating E-TPCK in preservice teachers. I thought the idea of a content area integrated with technology skills was an approach that makes sense. Forming a content area cohort provides students with a network of peers to share ideas on technology and content areas. The integration of Technology with the English content area would easily impact the development of E-TPCK. Determining how and why educators learn to use technology determines their development of E-TPCK. (90) Providing the preservice teachers with access to upgraded software and hardware, digital equipment, and staffing the computer lab with knowledge support personnel, is dream come true. Sign me up for this program. It is a shame that this approach is not fostered in our educational system.
Bowman describes a problem with the ED-U-Tech approach due to the lack of knowledge in students’ learning and lesson preparation that preservice teachers have. Would this approach be more suitable for mastery level? I do agree with Bowman that modeling is needed to provide guidance and support, but not just for preservice teachers. In order to create TPCK in any content area, guidance and support through modeling will assist in service teachers as well as preservice teachers.
This chapter expressed the need for teachers to be aware of new and critical technological literacy (Internet) that is found within our technological society. According to Selfe, “ a reflective awareness of social and cultural phenomenon; literate citizens should be able to carefully analyze, to pay attention to, the technology-literacy link at the fundamental levels of both conception and practice.” (102) As technology literacy changes to meet the changes in society, I’m finding it very difficult to “keep up.” I know that I need to “keep up” with these changes in order to prepare my students for the new skills and strategies required to be literate in the twenty-first century.
At the conclusion of this chapter, I feel TPCK would be developed easily by embedding technology within a content area. This would become more difficult when you have more than one content area to teach.
Bowman describes a problem with the ED-U-Tech approach due to the lack of knowledge in students’ learning and lesson preparation that preservice teachers have. Would this approach be more suitable for mastery level? I do agree with Bowman that modeling is needed to provide guidance and support, but not just for preservice teachers. In order to create TPCK in any content area, guidance and support through modeling will assist in service teachers as well as preservice teachers.
This chapter expressed the need for teachers to be aware of new and critical technological literacy (Internet) that is found within our technological society. According to Selfe, “ a reflective awareness of social and cultural phenomenon; literate citizens should be able to carefully analyze, to pay attention to, the technology-literacy link at the fundamental levels of both conception and practice.” (102) As technology literacy changes to meet the changes in society, I’m finding it very difficult to “keep up.” I know that I need to “keep up” with these changes in order to prepare my students for the new skills and strategies required to be literate in the twenty-first century.
At the conclusion of this chapter, I feel TPCK would be developed easily by embedding technology within a content area. This would become more difficult when you have more than one content area to teach.
Thursday, March 5, 2009
Working with Colleague
Blog Entry – Completing Stage 1 with Colleague:
My colleague, Wanda Heath, and I discussed the Stage 1 template that I had completed for the desired results. I will be teaching the Science content area while Wanda will be teaching the Language Arts curriculum. In order to design the template for Stage1 for the Language Arts content area, we cross-referenced our District’s Language Arts Curriculum with the Maine Learning Results. The students’ understanding statements were matched to our school curriculum. My leadership role came into play when we worked on the knowledge and skills that students will acquire through this unit on butterflies. The skills were to include the performance verbs based on the six facets of understanding. My colleague was not aware of these performance verbs. Once I introduced them, we were able to create three skills and four knowledge statements. The backward design was difficult to work through, but with discussion, we were successful in being able to complete a Stage 1 template for the Language Arts area.
My colleague, Wanda Heath, and I discussed the Stage 1 template that I had completed for the desired results. I will be teaching the Science content area while Wanda will be teaching the Language Arts curriculum. In order to design the template for Stage1 for the Language Arts content area, we cross-referenced our District’s Language Arts Curriculum with the Maine Learning Results. The students’ understanding statements were matched to our school curriculum. My leadership role came into play when we worked on the knowledge and skills that students will acquire through this unit on butterflies. The skills were to include the performance verbs based on the six facets of understanding. My colleague was not aware of these performance verbs. Once I introduced them, we were able to create three skills and four knowledge statements. The backward design was difficult to work through, but with discussion, we were successful in being able to complete a Stage 1 template for the Language Arts area.
TPACK-Chapter6
Next to teaching reading, I love to teach in the social science content area even though, Chapter Six states that social science lacks clear academic or disciplinary structure. (129) The National Council for Social Studies defines social studies as a content area that “integrates social science with humanities to promote human civil competence.” (138) How can this be taught? Students’ knowledge and understanding of the “real world ” can be enhanced through the use of technology. This new knowledge and understanding will prepare students to become democratic, and critical citizens. Can this be achieved without technology? I would have concluded “Yes,” ten years ago, but now during the “informational age,” I will have to answer, “No.” In order for students to experience the “real world,” I depend on technology. For example, “Google Earth” can provide a visual aid for students to understand the spatial relationship between towns, states, and countries. Another “real world” experience can be enhanced by digital history. This type of technology provides access to presentations, historical narratives, and artifacts, which helps students make the connection with the “real world.” The information found in text books can create a disconnect to the “real world.” Technology, in this content area, can provide students with media literacy skills. These skills provide students with an availability of information that will assist them in being critical decisions makers, and more informed citizens.
Once again, the digital divide creates an inequality between those who have access to the Internet and the World Wide Web and those who do not. However, with our new President’s commitment to bridging this digital gap, there is hope for equality.
Once again, the digital divide creates an inequality between those who have access to the Internet and the World Wide Web and those who do not. However, with our new President’s commitment to bridging this digital gap, there is hope for equality.
Monday, March 2, 2009
Websites for Elementary Students
Elementary
Journey North is a great website to learn about Monarch Butterflies. This website provides teachers with resources and provides kids with their own site. There are slides hows on the Life Cycle of Monarch Butterflies. There is a map and a globe to show the migration route of the monarchs. Questions that students have can be sent to an expert to have them answer.
Journey North is a great website to learn about Monarch Butterflies. This website provides teachers with resources and provides kids with their own site. There are slides hows on the Life Cycle of Monarch Butterflies. There is a map and a globe to show the migration route of the monarchs. Questions that students have can be sent to an expert to have them answer.
Friday, February 20, 2009
Chapter 3
Chapter 3 TPCK in K-6 Literacy Education
As a reading and writing teacher for the past fifteen years, my job has been to teach reading and writing strategies, assess, and to provide educational opportunities for the students to “move ahead.” Through the years, the definition of “ literacy” and “being literate” has changed to include the electronic era of digital media. As these changes effect educational instructions, it also defines the reality of lack of funding. For example: as plans are being developed for our new school, there will be only one computer lab for five hundred students. This definition of literacy may change but to be successful, more funding for digital training and equipment needs to be provided.
The content knowledge required in teaching literacy has not changed. This knowledge includes language structure, vocabulary, comprehension, fluency, and composition. Next this knowledge needs to be applied to instructional methods in reading and writing that are adapted to meet the students’ diverse abilities and literacy background.
Now that information is being accessed from the Internet, different decoding and reading strategies are required in order for students to obtain and use this information. As an educator, I need to understand how technology can change the way I teach literacy. This is difficult for me, due to the rapid changes in digital technology and lack of ongoing training and funding. Chapter Three provides different examples of software that can assist in teaching literacy, but with this benefit comes a “wicked problem.” For example, the word processor will edit and revise written documents. How does this teach students the process of editing and revising in writing? Do they need to be taught this process? Another example is an instructional template, like Webquest that only can be accessed when reading strategies and skills have been taught.
Another benefit for students is having “electronic books” read to them. These books are designed to provide opportunities to have students “hear” fluent reading. However, a problem is that some of the voice recordings are monotone and have choppy fluency. Assistive technology and software that provide traditional and new learning experiences are not easily accessible due to the lack of funding.
The content knowledge in literacy will not change, but the definition of literacy will continue to evolve as our culture changes to meet the needs in society. I understand that digital technology needs to be used to enhance students’ knowledge in reading and writing, but strategies and skills must be taught first. In First Grade these fundamental strategies and skills are taught through researched-based instructions, therefore making some of the digital technology difficult to apply. Chapter Three’s concluding paragraph states, that applying TPCK in literacy is a complex decision making process to implement-“it’s not that elementary.” (80)
As a reading and writing teacher for the past fifteen years, my job has been to teach reading and writing strategies, assess, and to provide educational opportunities for the students to “move ahead.” Through the years, the definition of “ literacy” and “being literate” has changed to include the electronic era of digital media. As these changes effect educational instructions, it also defines the reality of lack of funding. For example: as plans are being developed for our new school, there will be only one computer lab for five hundred students. This definition of literacy may change but to be successful, more funding for digital training and equipment needs to be provided.
The content knowledge required in teaching literacy has not changed. This knowledge includes language structure, vocabulary, comprehension, fluency, and composition. Next this knowledge needs to be applied to instructional methods in reading and writing that are adapted to meet the students’ diverse abilities and literacy background.
Now that information is being accessed from the Internet, different decoding and reading strategies are required in order for students to obtain and use this information. As an educator, I need to understand how technology can change the way I teach literacy. This is difficult for me, due to the rapid changes in digital technology and lack of ongoing training and funding. Chapter Three provides different examples of software that can assist in teaching literacy, but with this benefit comes a “wicked problem.” For example, the word processor will edit and revise written documents. How does this teach students the process of editing and revising in writing? Do they need to be taught this process? Another example is an instructional template, like Webquest that only can be accessed when reading strategies and skills have been taught.
Another benefit for students is having “electronic books” read to them. These books are designed to provide opportunities to have students “hear” fluent reading. However, a problem is that some of the voice recordings are monotone and have choppy fluency. Assistive technology and software that provide traditional and new learning experiences are not easily accessible due to the lack of funding.
The content knowledge in literacy will not change, but the definition of literacy will continue to evolve as our culture changes to meet the needs in society. I understand that digital technology needs to be used to enhance students’ knowledge in reading and writing, but strategies and skills must be taught first. In First Grade these fundamental strategies and skills are taught through researched-based instructions, therefore making some of the digital technology difficult to apply. Chapter Three’s concluding paragraph states, that applying TPCK in literacy is a complex decision making process to implement-“it’s not that elementary.” (80)
Saturday, February 7, 2009
Science Chapter 9
Chapter 9 expressed the reason educators should use technology in science and in their classrooms: “To do things that would be difficult to do, not to repeat what could ordinarily be done.” (193) Technology integrated in science can be used to assist in the curriculum that is hard to teach and also difficult for students to understand. Technological tools and software can provide models, stimulations, stimulated microscopes and current information that are not available in textbooks.
One key point in this chapter was the importance of identifying student’s misconceptions that they have on content topics. By asking students, what they think they know about a given topic, provides the teacher with a new direction for teaching instructions. While discussing Groundhog’s Day, I asked my students what they thought they knew about groundhogs. As I was charting their responses, one student stated, “ They have spikes on their backs.” This led to a discussion and changed my teaching instructions to providing information about groundhogs. We were able to clarify this misconception through the use of a nonfiction book and the Internet. We also were able to watch “Phil” come out of his burrow thanks to the Fox Network on my laptop. I would not have known about this misconception, if I had not asked the simple question, “What do you think you know?” Once my technological pedagogy has been developed, I will then be able to use technology effectively in my teaching. “Science is a way to understand the world and Technology is a set of tools to enhance this understanding.” (201) The rapid changes in technological hardware and software leaves me with an overwhelming sense of frustration. I know I need to be willing to learn new technology, but I lack the “tech-savviness” to do so. These rapid changes lead to “wicked problems” for me. Educators choose technology instruction based on their knowledge and understanding of it. The only way to achieve this understanding is through experience. I wonder how this can be obtained, when the accessibility to hardware is limited, and budget cuts for staff development and tech integrators are inevitable?
The solution for this problem in chapter 9 is to provide more training for undergraduate students who routinely use technology in their teaching of science. These students also need to aware of the “how and why” technology can be used. Will this solution widen the gap between “digital natives” and “digital immigrants?” Now with the lack of funds, what provisions will be made for the “digital immigrants.” Time will tell…………
One key point in this chapter was the importance of identifying student’s misconceptions that they have on content topics. By asking students, what they think they know about a given topic, provides the teacher with a new direction for teaching instructions. While discussing Groundhog’s Day, I asked my students what they thought they knew about groundhogs. As I was charting their responses, one student stated, “ They have spikes on their backs.” This led to a discussion and changed my teaching instructions to providing information about groundhogs. We were able to clarify this misconception through the use of a nonfiction book and the Internet. We also were able to watch “Phil” come out of his burrow thanks to the Fox Network on my laptop. I would not have known about this misconception, if I had not asked the simple question, “What do you think you know?” Once my technological pedagogy has been developed, I will then be able to use technology effectively in my teaching. “Science is a way to understand the world and Technology is a set of tools to enhance this understanding.” (201) The rapid changes in technological hardware and software leaves me with an overwhelming sense of frustration. I know I need to be willing to learn new technology, but I lack the “tech-savviness” to do so. These rapid changes lead to “wicked problems” for me. Educators choose technology instruction based on their knowledge and understanding of it. The only way to achieve this understanding is through experience. I wonder how this can be obtained, when the accessibility to hardware is limited, and budget cuts for staff development and tech integrators are inevitable?
The solution for this problem in chapter 9 is to provide more training for undergraduate students who routinely use technology in their teaching of science. These students also need to aware of the “how and why” technology can be used. Will this solution widen the gap between “digital natives” and “digital immigrants?” Now with the lack of funds, what provisions will be made for the “digital immigrants.” Time will tell…………
Thursday, January 29, 2009
TPACK2
Chapter Two stated the importance of accessibility to the information and communication of technology literacy. Before reading this chapter, I had the understanding that the accessibility to computers was more important than technology literacy. This chapter revealed the importance of the equality of ICT literacy for all students regardless of their cultural background. As stated in Chapter One, the digital divide between the “digital natives” and “digital immigrants” becomes more apparent in the achievement of the “full spectrum frequency” ( M. A. Kelly, 2008) of ICT literacy. As a “digital immigrant” (M.J. Kehler, & P. Mishra, 2008), I am fortunate to have access to communication, construction, and entertainment technology. However, I have not achieved the ICT literacy that is necessary to integrate digital technology successfully in my classroom.
Chapter Two discussed the impact of three digital divide within the ICT literacy. The first digital divide focused on the accessibility of computers and the Internet. At our school the Internet is limited, due to a computer block and poor electrical wiring. When the power is interrupted, the accessibility of computers is also interrupted for an indefinite amount of time. This interruption impacts teachers’ and students’ computer usage. Another interruption, that occurs, is when the second and third grade students participate in on line testing. This prevents other grade levels from having access to the computer lab.
Success within the second digital divide requires access to technology instructions from skilled teachers. Skilled teachers may not be accessible which creates an inequity for students. The skilled teachers must also be able to integrate technology with problem solving activities to increase students’ understanding, instead of relying on technology skills and practice drills. These skills and practice drills do not provide technological knowledge. In order for me to achieve success in enhancing instructions in technology, I will need to acquire a deeper understanding and knowledge of technology. I learned from Chapter Two that when I integrated technology in previous lessons, I used a “ defensive teaching” ( M. A. Kelly, 2008) approach in my lesson. I was not intentionally trying to control the students, but trying to work with the diversity of learners in my classroom. This teaching approach hindered the students that were able to work on their own.
The third digital divide is based on the cultural background of all students. Cultural background equity needs to be considered when using software and planning lessons. However, this is difficult to achieve due to the diversity in cultural and learning styles in classes.
As stated in Chapter One, the TPACK framework is a context process that will meet all students’ needs in the ICT literacy, regardless of their cultural background.
TPACK
Reflections from Chapter One
Defining technology as a tool that combines many resources, while using problem solving skills to create a desired product, provides a clearer
understanding of technology for me. Technology, in this chapter, refers to analog and digital technology as tools that can be used to create a desired product.
As one who did not grow up with digital technology, I have found the definition of “digital immigrant” very fitting for myself. Being a” digital immigrant” places me in a digital divide with the “digital natives,” who have grown up with technology ( M.J. Kehler, & P. Mishra, 2008). This divide is similar to the diversity in learning styles, that we as educators encompass in our classrooms. The digital divide adds to the complex process of teaching and learning.
Through the years, I have tried to include digital technology into my first grade curriculum and my staff development goals. Being engulfed in my “functional fixedness” approach ( M.J. Kehler, & P. Mishra, 2008), I have allowed this to limit my ability to integrate digital technology in my classroom. This has effected my students’ continuation of experiences and knowledge using digtial technology, which places them at a deficit compared to other students.
Our staff development workshops are based on isolated technology skills, that do not help me to transition beyond this “functional fixedness” ( M.J. Kehler, & P. Mishra, 2008). Once I have become familiar with a software program or an operating system, the technology changes. This increases my frustration with technology.
I found the paragraph on educational games enlightening. I had thought educational games provided the same design and usage as commercial games. I was not aware that educational games had limitations and were ineffective in social interaction, complexity of mastery, and educational value, as compared to commercial games.
As we venture into this class, I am in hopes that the Technological Pedagogical Content Knowledge framework, will assist me in intergrating my content and pedagogy knowledge and also have a better understanding of technology.
Defining technology as a tool that combines many resources, while using problem solving skills to create a desired product, provides a clearer
understanding of technology for me. Technology, in this chapter, refers to analog and digital technology as tools that can be used to create a desired product.
As one who did not grow up with digital technology, I have found the definition of “digital immigrant” very fitting for myself. Being a” digital immigrant” places me in a digital divide with the “digital natives,” who have grown up with technology ( M.J. Kehler, & P. Mishra, 2008). This divide is similar to the diversity in learning styles, that we as educators encompass in our classrooms. The digital divide adds to the complex process of teaching and learning.
Through the years, I have tried to include digital technology into my first grade curriculum and my staff development goals. Being engulfed in my “functional fixedness” approach ( M.J. Kehler, & P. Mishra, 2008), I have allowed this to limit my ability to integrate digital technology in my classroom. This has effected my students’ continuation of experiences and knowledge using digtial technology, which places them at a deficit compared to other students.
Our staff development workshops are based on isolated technology skills, that do not help me to transition beyond this “functional fixedness” ( M.J. Kehler, & P. Mishra, 2008). Once I have become familiar with a software program or an operating system, the technology changes. This increases my frustration with technology.
I found the paragraph on educational games enlightening. I had thought educational games provided the same design and usage as commercial games. I was not aware that educational games had limitations and were ineffective in social interaction, complexity of mastery, and educational value, as compared to commercial games.
As we venture into this class, I am in hopes that the Technological Pedagogical Content Knowledge framework, will assist me in intergrating my content and pedagogy knowledge and also have a better understanding of technology.
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