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)

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…………