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.
Sunday, February 15, 2009
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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