I had a lot of fun teaching this unit with my class. My collaborating partner enjoyed it as well. We did find some of the scheduling was difficult because a lot of the lessons required technology. Our school only has one laptop cart, which meant we couldn't be doing two lessons that used technology at the same time. I did find that some of the lessons were difficult for students because the students were just beginning first grade, as opposed to ending. This can make a big difference.
I had not typically done a perception survey with students after a unit. My partner and I found it interesting to look at each student's survey afterward. Because we know the students well, their personalities seemed to fit with their survey. For instance, some students have a fairly negative outlook on things whereas others would always say that they loved everything. It did impact how or what I may teach the unit next time.
My first grade colleague and I usually plan many lessons together. Being able to discuss how each lesson goes is helpful. Also, if one of us teaches it a day ahead we can give each other tips or tricks that may help the lesson go more smoothly. Overall, I think that planning and teaching a unit together is a good idea. I'm not sure as though I would go through every step that we did last semester, but the BIG IDEA is a good one.
Wednesday, December 2, 2009
Monday, May 11, 2009
Collaboration- Stage 3
Collaboration
My partner and I found it difficult to complete the assignment of stage three because of the technology and the more difficult facets. It is difficult to have our students type a lot, especially in the fall. So, many of her tasks consist of short pieces of writing accompanied by a picture on the computer. We also found that some of her ideas overlapped with my ideas. I guess it shows that we are used to integrating without putting too much thought into it!
My partner did think that meeting the seven types of learning was hard to do. I agreed with her. It seemed as though we were stretching things so far that it was not really an accurate use of the learning style. As I have felt with the technology pieces, it felt like we were doing things just to stick them in and fulfill the requirements. I am not sure that they all are a beneficial use of my student’s time.
When leading my partner through the process I almost thought we were duplicating a lot of the thinking I had already done. She had a lot of the same lesson ideas! However, her goals were more related to the reading and writing aspect of the work, whereas mine focused on the health issues. My partner asked a lot of questions. I seemed to be able to answer most, except for the justification for using technology at some points. Also, we added some things just to fulfill the seven learning styles requirement. I think it was easier to do this process with my partner than it was myself because I had seen the whole process through. The guidance I gave my partner was not as much as in the previous stages. It seemed like this was the easier stage for us. This stage really showed us how much elementary teachers truly integrate already.
Honestly, I don’t think I will be truly sold on this whole concept until we see the lesson through in the fall. I understand the backwards concept, but don’t agree with all the technology I placed in it. However, I will not say it doesn’t work until I see it fail with my own eyes! My partner and I plan to go into the unit with a positive attitude, regardless of our skepticism.
I am glad to hear that the schedule of the master’s program will be revisited. It would be much easier to plan a lesson knowing the group you have and the level of skills they will have. Luckily, I will remain at the same grade level for next year. That would have thrown a big curve at me!
My partner and I found it difficult to complete the assignment of stage three because of the technology and the more difficult facets. It is difficult to have our students type a lot, especially in the fall. So, many of her tasks consist of short pieces of writing accompanied by a picture on the computer. We also found that some of her ideas overlapped with my ideas. I guess it shows that we are used to integrating without putting too much thought into it!
My partner did think that meeting the seven types of learning was hard to do. I agreed with her. It seemed as though we were stretching things so far that it was not really an accurate use of the learning style. As I have felt with the technology pieces, it felt like we were doing things just to stick them in and fulfill the requirements. I am not sure that they all are a beneficial use of my student’s time.
When leading my partner through the process I almost thought we were duplicating a lot of the thinking I had already done. She had a lot of the same lesson ideas! However, her goals were more related to the reading and writing aspect of the work, whereas mine focused on the health issues. My partner asked a lot of questions. I seemed to be able to answer most, except for the justification for using technology at some points. Also, we added some things just to fulfill the seven learning styles requirement. I think it was easier to do this process with my partner than it was myself because I had seen the whole process through. The guidance I gave my partner was not as much as in the previous stages. It seemed like this was the easier stage for us. This stage really showed us how much elementary teachers truly integrate already.
Honestly, I don’t think I will be truly sold on this whole concept until we see the lesson through in the fall. I understand the backwards concept, but don’t agree with all the technology I placed in it. However, I will not say it doesn’t work until I see it fail with my own eyes! My partner and I plan to go into the unit with a positive attitude, regardless of our skepticism.
I am glad to hear that the schedule of the master’s program will be revisited. It would be much easier to plan a lesson knowing the group you have and the level of skills they will have. Luckily, I will remain at the same grade level for next year. That would have thrown a big curve at me!
Monday, April 27, 2009
Chapter 12- In Service Teachers
Reflection for TPACK, Chapter 12- TPCK In-Service Education
This chapter seemed like a review of the previous eleven chapters we have read. What I found interesting about it were some of the specific things the author recommended to do when teaching experienced teachers. My first thought was, exactly when do you move from a chapter eleven teacher to a chapter twelve teacher? I guess I would not consider myself a preservice teacher, but the term experienced teacher seems too much for me! So I wondered exactly where I would fit in this philosophy.
I loved the idea on the first page of this chapter, which referred to teaching as “creative planning and spontaneous improvisation.” It is so true! We do the best planning we can, and are actors from there on! I had a difficult time getting in to this chapter from the music and jazz references and comparisons. Both of these things are foreign to me, which made some of the concepts difficult to grasp.
I enjoyed the reminder that technology is any tool that helps us to teach or students to learn. It does not always involve a computer, the internet, or Type Two technology. Technology assists teachers, not replaces them. An important thing to remember is that there is no one way to use or incorporate technology. Each teacher uses technology in his or her own way. This does not mean the students that graduate from that classroom are any more or less prepared with the standards on the curriculum.
The advice that the author gave that I liked best about teaching experienced teachers the TPACK model, was to explain to teachers why they need to learn something. It needs to have a direct link to their classroom. I, personally, feel as though this is true for all teachers- present or future. I think it is something we owe to all students, an explanation of why we are expecting them to learn each skill or concept.
This chapter seemed like a review of the previous eleven chapters we have read. What I found interesting about it were some of the specific things the author recommended to do when teaching experienced teachers. My first thought was, exactly when do you move from a chapter eleven teacher to a chapter twelve teacher? I guess I would not consider myself a preservice teacher, but the term experienced teacher seems too much for me! So I wondered exactly where I would fit in this philosophy.
I loved the idea on the first page of this chapter, which referred to teaching as “creative planning and spontaneous improvisation.” It is so true! We do the best planning we can, and are actors from there on! I had a difficult time getting in to this chapter from the music and jazz references and comparisons. Both of these things are foreign to me, which made some of the concepts difficult to grasp.
I enjoyed the reminder that technology is any tool that helps us to teach or students to learn. It does not always involve a computer, the internet, or Type Two technology. Technology assists teachers, not replaces them. An important thing to remember is that there is no one way to use or incorporate technology. Each teacher uses technology in his or her own way. This does not mean the students that graduate from that classroom are any more or less prepared with the standards on the curriculum.
The advice that the author gave that I liked best about teaching experienced teachers the TPACK model, was to explain to teachers why they need to learn something. It needs to have a direct link to their classroom. I, personally, feel as though this is true for all teachers- present or future. I think it is something we owe to all students, an explanation of why we are expecting them to learn each skill or concept.
Monday, April 13, 2009
Chapter 11- Preservice Teachers
Reflection to TPACK, Chapter 11- Guiding Preservice Teachers
There were many valuable things that would apply to my classroom in this chapter. I think the whole idea of teaching preservice teachers to teach in a way different from how they learned is interesting. I do believe that children and adults alike can learn more by teaching others. However, I do think it is possible for new teachers to use technology successfully in their classroom even though they didn’t necessarily learn through technology.
The biggest concept that I identified with was that classroom management can be entirely different when using technology. The use of technology, as with anything else in the classroom, needs to be introduced with specific rules and guidelines. Just as we spend tons of time in the first week of school learning all the procedures of the classroom, learning how to walk in the hallway, learning how to use the bathroom, or learning how to eat in the cafeteria, students need to be taught how to treat all types of technology- computers, overhead, or calculators. Without the preteaching and training, all technology will be chaotic. I did enjoy the definition of a noisy, but positive classroom. It is true that not all noise in a classroom is negative!
I like to consider technology as a way to sometimes better give students access to learning. It is not always necessary to use technology, but it is important to use technology to enhance your lessons. Pushing technology into many lessons for the sake of doing so, I believe, can cause the chaos and craziness that is not productive. I love exploring the assistive technology center to find new ways to make learning easier and exciting for my first graders. This is the kind of technology I especially enjoy. Simply having laptops on tables does not improve instruction in my classroom.
There were many valuable things that would apply to my classroom in this chapter. I think the whole idea of teaching preservice teachers to teach in a way different from how they learned is interesting. I do believe that children and adults alike can learn more by teaching others. However, I do think it is possible for new teachers to use technology successfully in their classroom even though they didn’t necessarily learn through technology.
The biggest concept that I identified with was that classroom management can be entirely different when using technology. The use of technology, as with anything else in the classroom, needs to be introduced with specific rules and guidelines. Just as we spend tons of time in the first week of school learning all the procedures of the classroom, learning how to walk in the hallway, learning how to use the bathroom, or learning how to eat in the cafeteria, students need to be taught how to treat all types of technology- computers, overhead, or calculators. Without the preteaching and training, all technology will be chaotic. I did enjoy the definition of a noisy, but positive classroom. It is true that not all noise in a classroom is negative!
I like to consider technology as a way to sometimes better give students access to learning. It is not always necessary to use technology, but it is important to use technology to enhance your lessons. Pushing technology into many lessons for the sake of doing so, I believe, can cause the chaos and craziness that is not productive. I love exploring the assistive technology center to find new ways to make learning easier and exciting for my first graders. This is the kind of technology I especially enjoy. Simply having laptops on tables does not improve instruction in my classroom.
Sunday, March 22, 2009
Chapter 5- Foreign Languages
Reflection for Chapter 5- Foreign Languages
I should preface this reflection by stating that I know next to nothing about teaching a foreign language. I took two years of Spanish in high school and I watched my first graders being taught a foreign language for two years. That is the only reference I have to teaching another language.
There was one idea that intrigued me. I would like to research and find out more about the language acquisition device. This device allows children to learn grammar and language rules. I am thinking that this also applies to young students who are still acquiring their first language. A few of my first graders are continuing to work on their language development with our speech clinician. For some students the lack of language development effects their reading and writing. So, this is something I would like to find out more about.
For students learning a new language at all levels, I can just imagine how the internet and other technologies have assisted in this process. Students now have access to people speaking that particular language all around the world. When my first graders were learning Spanish, the teacher talked a lot about Spanish culture and traditions. The students were very interested in this and helped to build on their vocabulary.
I did highlight and enjoyed reading the quote on page 117 that stated, “there is no single technological solution that applies for every teacher, every course, or every view of teaching.” It reminded me that my classroom, my students, and my teaching is different from everyone else’s. Therefore, I have the right to use my professional judgement and decide when and how to use technology. I like that idea!
I should preface this reflection by stating that I know next to nothing about teaching a foreign language. I took two years of Spanish in high school and I watched my first graders being taught a foreign language for two years. That is the only reference I have to teaching another language.
There was one idea that intrigued me. I would like to research and find out more about the language acquisition device. This device allows children to learn grammar and language rules. I am thinking that this also applies to young students who are still acquiring their first language. A few of my first graders are continuing to work on their language development with our speech clinician. For some students the lack of language development effects their reading and writing. So, this is something I would like to find out more about.
For students learning a new language at all levels, I can just imagine how the internet and other technologies have assisted in this process. Students now have access to people speaking that particular language all around the world. When my first graders were learning Spanish, the teacher talked a lot about Spanish culture and traditions. The students were very interested in this and helped to build on their vocabulary.
I did highlight and enjoyed reading the quote on page 117 that stated, “there is no single technological solution that applies for every teacher, every course, or every view of teaching.” It reminded me that my classroom, my students, and my teaching is different from everyone else’s. Therefore, I have the right to use my professional judgement and decide when and how to use technology. I like that idea!
Saturday, March 21, 2009
Chapter 8 - Arts in Education
Reflection for TPACK, Chapter 8- Arts Education
Although I do not directly teach art or music, dance or drama, this chapter did give me some good ideas. When beginning the chapter I immediately thought of using technology to be create in an art or music sort of way. For my students, this may be using Pixie to make a creative illustration or recording a song using Garageband. The idea I got was to use the internet in a more global way. If we were studying a different culture, we could research it or visit museums. We could maybe even find interviews or diary entries from history.
This chapter was packed full of great websites that I plan to visit. I am sure I will also get a wealth of ideas from them. I was glad they gave a brief description of the sites so that I knew which may apply to me.
I have to admit that I never had considered dance or drama a part of our curriculum. I have always thought dance was an extra curricular activity, not even offered in most schools. This section threw me off a little bit. Then I thought it’s only fair, since we train kids to use their voices and thoughts to express themselves that we also teach them to use their body. As listed on page 189 of the text, technology enhances our teaching and students’ learning in so many ways. Kids can visit places they never dreamed and see things they never thought they would see. Although funding has dropped and most of us do not have field trips we can go anywhere. The world is now available to us, mostly for free!
I have to end with a quote that I loved, from page 189 also: “I like a teacher who gives you something to take home to think about besides homework (Lily Tomlin as Edith Ann in Laugh-In).” I think this quote is very powerful and is something I strive to do.
Although I do not directly teach art or music, dance or drama, this chapter did give me some good ideas. When beginning the chapter I immediately thought of using technology to be create in an art or music sort of way. For my students, this may be using Pixie to make a creative illustration or recording a song using Garageband. The idea I got was to use the internet in a more global way. If we were studying a different culture, we could research it or visit museums. We could maybe even find interviews or diary entries from history.
This chapter was packed full of great websites that I plan to visit. I am sure I will also get a wealth of ideas from them. I was glad they gave a brief description of the sites so that I knew which may apply to me.
I have to admit that I never had considered dance or drama a part of our curriculum. I have always thought dance was an extra curricular activity, not even offered in most schools. This section threw me off a little bit. Then I thought it’s only fair, since we train kids to use their voices and thoughts to express themselves that we also teach them to use their body. As listed on page 189 of the text, technology enhances our teaching and students’ learning in so many ways. Kids can visit places they never dreamed and see things they never thought they would see. Although funding has dropped and most of us do not have field trips we can go anywhere. The world is now available to us, mostly for free!
I have to end with a quote that I loved, from page 189 also: “I like a teacher who gives you something to take home to think about besides homework (Lily Tomlin as Edith Ann in Laugh-In).” I think this quote is very powerful and is something I strive to do.
Physical Education- Chapter 10
Reflection for TPACK, Chapter 10- Physical Education
I chose to read this chapter next because I was real curious about how the author was going to incorporate technology into physical education classes. Physical education focuses on teaching motor skills and coordination. I had no idea how technology would be used to help that.
In thinking about physical education at my level, Kindergarten to second grade, I could only picture students running on treadmills or other mechanical equipment. That, of course, seemed impractical to me.
What I discovered was that physical education teachers can use tools or devices to assist their students. I thought of using some tools to assist the students with special needs in my classroom. There are a lot of assistive technology devices that they use during physical education class and in physical and occupational therapy services.
As the chapter discussed students need specific feedback immediately after a skill is performed. If possible, teachers could videotape and play students performing the skills. The class could watch and discuss strengths and weaknesses of the skills presented. I actually chuckled when the idea of heart rate monitors was raised. In these very tough times, I would be shocked if any school district was able to purchase such equipment.
Although it would not be type two technology, physical education teachers, as well as all teachers, can use technology to create materials. This might include posters, graphs of progress, individual cards to review skills, or maybe even class lists.
I chose to read this chapter next because I was real curious about how the author was going to incorporate technology into physical education classes. Physical education focuses on teaching motor skills and coordination. I had no idea how technology would be used to help that.
In thinking about physical education at my level, Kindergarten to second grade, I could only picture students running on treadmills or other mechanical equipment. That, of course, seemed impractical to me.
What I discovered was that physical education teachers can use tools or devices to assist their students. I thought of using some tools to assist the students with special needs in my classroom. There are a lot of assistive technology devices that they use during physical education class and in physical and occupational therapy services.
As the chapter discussed students need specific feedback immediately after a skill is performed. If possible, teachers could videotape and play students performing the skills. The class could watch and discuss strengths and weaknesses of the skills presented. I actually chuckled when the idea of heart rate monitors was raised. In these very tough times, I would be shocked if any school district was able to purchase such equipment.
Although it would not be type two technology, physical education teachers, as well as all teachers, can use technology to create materials. This might include posters, graphs of progress, individual cards to review skills, or maybe even class lists.
Sunday, March 8, 2009
Partner Meeting Reflection
Meeting with my Partner Reflection
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
I felt it a little difficult to be the leader in this situation. Although I have been going through the process it is not yet complete. So, I have a hard time justifying the reasoning behind doing each of the steps. It was also difficult to answer some of her questions regarding things we have not gotten to yet.
Anyhow, I began by showing her what I had already completed for the class, right from the beginning. I went over the unit template. Then I showed her how I had unpacked the goals for health using p. 125. So I decided it would be easiest to go step by step through the language arts goal the same way. So we completed the unpacking of the goals. I found this to be much more difficult than I had the first time with the health learning result. The curriculum goal seemed to be so precise already. It seemed as though we kept repeating ourselves in slightly different wording. The language arts goal we chose was that students will write to inform on a specific topic. Our intention was for students to be able to inform others on the importance of being healthy and staying healthy using good food choices through their writing. We were unable to come up with three understandings and questions for this.
Despite our trouble, we moved on to the knowledge and skills portion. Once again, it felt like we were repeating ourselves a lot. We were able to come up with skills using most of the six facets. Some of them may be a little stretch though.
The process was was hard to teach to somebody, being as I have only been using it for such a short time. I found that my partner has a lot of the concerns about the unit that I have. I also think that this process makes sense to most teachers. It seems like we do it naturally or have been taught it before. However, my partner also agreed that if we were to do this entire process for every three or four week unit, we would be swamped with it!
I used many leadership skills during our meeting. My organization definitely came into play. I had to refer back to my stage one templates and notes quite frequently. Sometimes I did just have to tell her that I was not sure. One important aspect of being a great leader is believing in what you’re selling. This was the worst for me, because I’m not totally sold on this whole unit yet. I was apprehensive to tell her that I shared her concern for all the technology at our grade level. I found myself being supportive by simply telling her that we were in this together, no matter what we decided.
Monday, March 2, 2009
Chapter 7- Mathematics
Reflection to Chapter 7 (Mathematics), TPACK Handbook
It seems there are two big roles of technology in teaching math. One of those is to simply complete the “basics” a little easier. For instance, rather than doing out enormous calculations on paper or in our head, we can use a calculator or computer. The debate with this approach of technology in math is whether students must first know how to complete the calculations before they are allowed to use the technologies to make them easier. Usually, in my first grade land, I find that students can complete our basic facts in their head or on paper quicker than on a calculator anyhow.
The second role of technology in mathematics allows us to make mathematics concepts connect to the real world. Rather than using random numbers or self-made numbers for word problems, students can complete a problem which uses real life numbers. I can remember being in middle and high school and asking, “when will we ever have to do this in real life?” It would have been helpful for teachers to give examples and utilize the world as a basis for learning.
I thought one important statement made by this chapter’s author was that teacher’s need to be willing to experiment with technology in their classroom in order to achieve the highest level of TPCK. I looked at this as permission to try things and possibly mess up. I have to give myself permission to do this.
Personally, I think most of the debates raised in this chapter apply to upper grades (or at least upper elementary). As I stated before, my students are not ready to use simple calculators yet. If I were to give them a calculator they would not know what to do with it.
Lastly, a point that I highlighted and starred in my book was the fact that technology and using technology should not overpower or distract from the basic teachings of the curriculum. I feel as though we are almost on the brink of this. Should we be giving up fantastic activities and lessons to replace it with a mediocre one that uses technology? I just don’t think so.
It seems there are two big roles of technology in teaching math. One of those is to simply complete the “basics” a little easier. For instance, rather than doing out enormous calculations on paper or in our head, we can use a calculator or computer. The debate with this approach of technology in math is whether students must first know how to complete the calculations before they are allowed to use the technologies to make them easier. Usually, in my first grade land, I find that students can complete our basic facts in their head or on paper quicker than on a calculator anyhow.
The second role of technology in mathematics allows us to make mathematics concepts connect to the real world. Rather than using random numbers or self-made numbers for word problems, students can complete a problem which uses real life numbers. I can remember being in middle and high school and asking, “when will we ever have to do this in real life?” It would have been helpful for teachers to give examples and utilize the world as a basis for learning.
I thought one important statement made by this chapter’s author was that teacher’s need to be willing to experiment with technology in their classroom in order to achieve the highest level of TPCK. I looked at this as permission to try things and possibly mess up. I have to give myself permission to do this.
Personally, I think most of the debates raised in this chapter apply to upper grades (or at least upper elementary). As I stated before, my students are not ready to use simple calculators yet. If I were to give them a calculator they would not know what to do with it.
Lastly, a point that I highlighted and starred in my book was the fact that technology and using technology should not overpower or distract from the basic teachings of the curriculum. I feel as though we are almost on the brink of this. Should we be giving up fantastic activities and lessons to replace it with a mediocre one that uses technology? I just don’t think so.
Sunday, March 1, 2009
Chapter 4- English
Reflection to Chapter 4, TPCK
I think this chapter may have been the most difficult for me to relate to. I just felt like it was totally over my head and definitely focused on middle and high school teachers.
What I did really like was the emphasis that this chapter put on the materials and assistance needed to achieve the true “TPACK” model. We need access to hardware and software that is continually updated and managed. Most of us who are currently in the teaching field would make great use of a colleague with lots of experience integrating technology into many content areas and grade levels. Unfortunately, in a time when we are being expected to do more with technology, those technology integrators who can help us are being cut from the budget.
The examples of how some districts are set up with fantastic technology programs and resources was amazing to me. However, I wondered where technology was placed on the list of importance. Is technology becoming more important than the basics- reading, writing, and math? I find myself asking this same question a lot lately. I firmly believe that the learning is most important and for some activities using technology is not always the best answer.
I liked the examples of the two teachers near the end of the chapter. It seems like a fine line between using technology to help your teaching and using technology to help students learn. One would assume that if your teaching is better, the students are probably learning more. But, of course, this is not always the case.
I think this chapter may have been the most difficult for me to relate to. I just felt like it was totally over my head and definitely focused on middle and high school teachers.
What I did really like was the emphasis that this chapter put on the materials and assistance needed to achieve the true “TPACK” model. We need access to hardware and software that is continually updated and managed. Most of us who are currently in the teaching field would make great use of a colleague with lots of experience integrating technology into many content areas and grade levels. Unfortunately, in a time when we are being expected to do more with technology, those technology integrators who can help us are being cut from the budget.
The examples of how some districts are set up with fantastic technology programs and resources was amazing to me. However, I wondered where technology was placed on the list of importance. Is technology becoming more important than the basics- reading, writing, and math? I find myself asking this same question a lot lately. I firmly believe that the learning is most important and for some activities using technology is not always the best answer.
I liked the examples of the two teachers near the end of the chapter. It seems like a fine line between using technology to help your teaching and using technology to help students learn. One would assume that if your teaching is better, the students are probably learning more. But, of course, this is not always the case.
Chapter 6- Social Studies
Reflection for Chapter 6, TPCK
I found this chapter to be somewhat interesting. It seems difficult to define what social studies is. It includes so many things! There is history, geography, politics, economics, citizenship, and even more. In first grade, our focus of social studies looks most at the last part- becoming good citizens. We also do timelines and mapping.
When using technology, I think it’s fun to create timelines on the computer. It can be a great visual way to show changes in something over time. I also use GoogleEarth to introduce maps. The students love to find their house and the school. It gives students a general sense of how maps are different depending on what you are using them for. By looking at and comparing different areas, students get a sense of different landforms and how cities and towns may look different. The more difficult task, I believe, is using technology to promote good citizenship.
The chapter had many great ideas to use when teaching history. I liked the idea of finding historical documents, letters, and pictures. I can understand how looking at these would spark an interest in students. In these troubling times, it also provides a way for students to leave the classroom and see artifacts without costing any money.
Using technology as an avenue to teach social studies seems to be based more on researching materials, rather than creating them. The focus of the chapter seemed to be on using the internet as a resource. The chapter did not talk very much about using computers or technology to create maps, write historical documents, or learning how to communicate better. I did like the idea of students who are learning about the government to have access to their local politicians. This would be a great way to get them involved in their community.
I found this chapter to be somewhat interesting. It seems difficult to define what social studies is. It includes so many things! There is history, geography, politics, economics, citizenship, and even more. In first grade, our focus of social studies looks most at the last part- becoming good citizens. We also do timelines and mapping.
When using technology, I think it’s fun to create timelines on the computer. It can be a great visual way to show changes in something over time. I also use GoogleEarth to introduce maps. The students love to find their house and the school. It gives students a general sense of how maps are different depending on what you are using them for. By looking at and comparing different areas, students get a sense of different landforms and how cities and towns may look different. The more difficult task, I believe, is using technology to promote good citizenship.
The chapter had many great ideas to use when teaching history. I liked the idea of finding historical documents, letters, and pictures. I can understand how looking at these would spark an interest in students. In these troubling times, it also provides a way for students to leave the classroom and see artifacts without costing any money.
Using technology as an avenue to teach social studies seems to be based more on researching materials, rather than creating them. The focus of the chapter seemed to be on using the internet as a resource. The chapter did not talk very much about using computers or technology to create maps, write historical documents, or learning how to communicate better. I did like the idea of students who are learning about the government to have access to their local politicians. This would be a great way to get them involved in their community.
Sunday, February 15, 2009
Chapter 3- Literacy
Reflection to Chapter 3, K-6 Literacy Education, Handbook of TPCK
I found this chapter to be the most interesting and useful to me so far. I think technology is an important part of literacy in elementary schools now. However, I think that it is difficult for teachers and school districts to purchase and maintain much of the latest and greatest.
I enjoyed reading the examples of ways to use technology in a literacy classroom. The one I was most intrigued by was the class book made after reading “It Looked Like Spilt Milk.” I starred this in my book as a great idea I could try during our weather unit. The thought did cross my mind as to whether this could be done just as easily with paper, pencil, and crayons. I have my class of first graders make such books a lot. They have always used traditional materials and enjoyed seeing their own work made into a book. I will be curious to see if doing it on the computer will be more or less efficient.
I would like to use the laptops more during my writer’s workshop, as was suggested in this chapter. My students have practiced typing their names, so I think they are ready for typing even more. The difficulty with this in my school is that we have one laptop cart to share amongst us. Therefore I cannot have the computers most of the time. I can imagine that being able to type their work would also be a great writing incentive for some of my reluctant writers!
Many aspects of technology that we use as adults is not really accessible to my students yet. This includes email. Although we all communicate using email, my students do not have accounts or anyone to write to. So, we continue to practice our letter writing skills on paper. I am very excited about technology and using it in my classroom. However, there are many tasks which I still believe are best done the traditional way.
I found this chapter to be the most interesting and useful to me so far. I think technology is an important part of literacy in elementary schools now. However, I think that it is difficult for teachers and school districts to purchase and maintain much of the latest and greatest.
I enjoyed reading the examples of ways to use technology in a literacy classroom. The one I was most intrigued by was the class book made after reading “It Looked Like Spilt Milk.” I starred this in my book as a great idea I could try during our weather unit. The thought did cross my mind as to whether this could be done just as easily with paper, pencil, and crayons. I have my class of first graders make such books a lot. They have always used traditional materials and enjoyed seeing their own work made into a book. I will be curious to see if doing it on the computer will be more or less efficient.
I would like to use the laptops more during my writer’s workshop, as was suggested in this chapter. My students have practiced typing their names, so I think they are ready for typing even more. The difficulty with this in my school is that we have one laptop cart to share amongst us. Therefore I cannot have the computers most of the time. I can imagine that being able to type their work would also be a great writing incentive for some of my reluctant writers!
Many aspects of technology that we use as adults is not really accessible to my students yet. This includes email. Although we all communicate using email, my students do not have accounts or anyone to write to. So, we continue to practice our letter writing skills on paper. I am very excited about technology and using it in my classroom. However, there are many tasks which I still believe are best done the traditional way.
Friday, February 6, 2009
Chapter 9- Science
Reflection for TPACK Chapter 9- The Specific Challenges of TPCK in Science
I found that most of this chapter pertained more to upper elementary, middle, and high school science. I didn’t find any examples of any units we do in our primary classrooms- living things, seasons, life cycles, staying healthy- that was geared towards young children.
What I identified with was the necessity to understand students understandings and misconceptions, and the necessity to understand the curriculum in order to begin finding a way to integrate technology into the classroom. Without those two necessities it is difficult to meaningfully and seamlessly integrate technology in with any content area.
I have not used technology to support the science curriculum since I have been teaching first grade. I have used it more with other areas, such as language arts or social studies. I think I will need to do some further reading before using it to teach science. However, I liked the sentence on page 198 “Using something new means risking failure.” I think this is important to remember and remind myself that it is okay to fail. Even more than once!
As I was reading this chapter I was trying to brainstorm ways I can use technology more when teaching science. I thought about life cycles. It has been difficult to watch all of the insects we study go through the life cycle due to our seasons. So I hope to find a place online that may show it on video. We also do a weather unit. I may search for age appropriate weather sites and weather forecasting sites we can explore.
This chapter did not give me a whole lot of examples to use. But it did get my wheels turning. I will look further for some things to assist my lessons on some of these topics.
I found that most of this chapter pertained more to upper elementary, middle, and high school science. I didn’t find any examples of any units we do in our primary classrooms- living things, seasons, life cycles, staying healthy- that was geared towards young children.
What I identified with was the necessity to understand students understandings and misconceptions, and the necessity to understand the curriculum in order to begin finding a way to integrate technology into the classroom. Without those two necessities it is difficult to meaningfully and seamlessly integrate technology in with any content area.
I have not used technology to support the science curriculum since I have been teaching first grade. I have used it more with other areas, such as language arts or social studies. I think I will need to do some further reading before using it to teach science. However, I liked the sentence on page 198 “Using something new means risking failure.” I think this is important to remember and remind myself that it is okay to fail. Even more than once!
As I was reading this chapter I was trying to brainstorm ways I can use technology more when teaching science. I thought about life cycles. It has been difficult to watch all of the insects we study go through the life cycle due to our seasons. So I hope to find a place online that may show it on video. We also do a weather unit. I may search for age appropriate weather sites and weather forecasting sites we can explore.
This chapter did not give me a whole lot of examples to use. But it did get my wheels turning. I will look further for some things to assist my lessons on some of these topics.
Thursday, January 29, 2009
TPACK Chapter 2
Reflection to Chapter 2, Handbook of Technological Pedagogical Content Knowledge
This chapter focused on the three digital divides- the first was the divide between those who have technology at home and those that do not. The second was the division between how technology is used and taught in schools. The third was the difference in how technology is taught and accessed based on cultural differences.
This chapter also defined each divide in depth and gave suggestions for solutions. I feel the biggest divide is not in whether classrooms have the access to technology or not, but how well it is utilized. For instance, our school has a laptop cart with thirty brand new laptops on it. These laptops are not used much by the teachers, myself included, due to lack of training and experience. I have found that being able to use a computer and many programs as an individual does not translate directly to being able to teach it and use it appropriately in the classroom.
The portions of this chapter that touched on equitability among students are very important. This subject is important in all areas of teaching, not just when integrating technology. In our school, there is a lack of cultural variety on the surface. After getting to know all of my students and their families, I have found there are many backgrounds, religions, and family structures represented. There are so many learning styles and personalities as well!
This chapter focused on the three digital divides- the first was the divide between those who have technology at home and those that do not. The second was the division between how technology is used and taught in schools. The third was the difference in how technology is taught and accessed based on cultural differences.
This chapter also defined each divide in depth and gave suggestions for solutions. I feel the biggest divide is not in whether classrooms have the access to technology or not, but how well it is utilized. For instance, our school has a laptop cart with thirty brand new laptops on it. These laptops are not used much by the teachers, myself included, due to lack of training and experience. I have found that being able to use a computer and many programs as an individual does not translate directly to being able to teach it and use it appropriately in the classroom.
The portions of this chapter that touched on equitability among students are very important. This subject is important in all areas of teaching, not just when integrating technology. In our school, there is a lack of cultural variety on the surface. After getting to know all of my students and their families, I have found there are many backgrounds, religions, and family structures represented. There are so many learning styles and personalities as well!
TPACK Chapter 1
Reflection- Chapter 1, Handbook of Technological Pedagogical Content Knowledge
The first portion of this chapter definitely confirmed a lot of the feelings I have about technology. It seems as though we are expected to use technology in our classroom, but the people who organize the technology components do not understand what our needs and wants are. Some of the things they do make using the technology more difficult for us.
I was glad to get a refresher on the terms used in the book. Content knowledge is knowing about the subject areas that we teach. Pedagogical knowledge is knowing how to teach- methods and processes. Technological knowledge is more difficult to define, but seems to be knowing how to use technology to teach your content area using the proper methods and practices.
I learned many things from this chapter. Many of which were reaffirming to feelings I already had. I feel like I use technology periodically in my classroom, but do not take the time to really connect it to what I am teaching.
This chapter also reminded me that computers are not the only technology source available to us. White boards, chalkboards, overhead projectors, and music players are all technology as well. I am looking forward to continuing to read and learn ways to better integrate technology.
The first portion of this chapter definitely confirmed a lot of the feelings I have about technology. It seems as though we are expected to use technology in our classroom, but the people who organize the technology components do not understand what our needs and wants are. Some of the things they do make using the technology more difficult for us.
I was glad to get a refresher on the terms used in the book. Content knowledge is knowing about the subject areas that we teach. Pedagogical knowledge is knowing how to teach- methods and processes. Technological knowledge is more difficult to define, but seems to be knowing how to use technology to teach your content area using the proper methods and practices.
I learned many things from this chapter. Many of which were reaffirming to feelings I already had. I feel like I use technology periodically in my classroom, but do not take the time to really connect it to what I am teaching.
This chapter also reminded me that computers are not the only technology source available to us. White boards, chalkboards, overhead projectors, and music players are all technology as well. I am looking forward to continuing to read and learn ways to better integrate technology.
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