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.