Partner Collaboration
EDU 584
I was able to teach a unit with my class this fall despite several challenges. It was not the exact unit that my partner and I had planned, but it worked and met the goals we had established.
My original intent was to teach a pizza unit, make a pizza movie and book, and work with second grade buddies to learn more about nonfiction texts and features. The timing was off and the unit was due before I could get to the pizza unit.
My partner and I discussed doing the same activities, but with fall themes instead. My kindergartners focused on Apples. We read nonfiction texts, labeled parts of an apple, went apple picking, made apple cider, and applesauce. The children compared fiction and nonfiction books, made a class book, created a how to make applesauce book, and completed an Imovie using digital pictures, Iphoto, and garage band.
The second graders did some of the same activities, but geared more toward their level. They went more in depth on the conventions of nonfiction texts, where as my class was lucky to understand the words fiction and nonfiction, photographs, and labels.
As a team, we discussed many issues that arose during the teaching of our unit. We discussed computer time and the availability of the computer cart. We also were slow to get into our accounts. Logging in is such a challenge and my kindergartners are not in the system until they are placed there. It varies depending on the computer technicians and when they are able to get to it.
Kindergartners in the Fall need lots of instruction and guidance. They also need a set routine. It takes the entire month of September to establish a routine. It was a challenge to plan times that worked for both of our classes. I also had a class with some pretty severe behavior issues that we had to take into account.
The perception survey was a new feature that I hadn’t done with my class on a particular unit before. The survey went well. Sometimes I wonder how accurate surveys like this are for young children. I found that my class liked the apple unit. Making the applesauce was their favorite activity. I learned that my more outgoing children liked talking on garageband and enjoyed it. My more quiet and shy children struggled with this and got very nervous. My girls tended to like everything a little bit more than my boys.
I was pleased that we were able to complete the unit using a fall theme instead. We pretty much stuck to the integrated unit outline. We completed lots of activities and the children learned a lot. It was nice to collaborate and work together. It was fun to bounce ideas back and forth, share what was a successful, and discuss areas that we needed to work on.
In the future, it would be much easier to create and complete the unit with the same class. Not plan it with one, and do it with another. We also discussed the ability of children in the fall versus the spring. There is a huge amount of growth that happens, especially with Kindergartners.
Overall, I would say that the unit was a success. I enjoyed working with my colleague and her second graders. I would attempt to do the team collaboration teaching again. I would be more apt to do it later in the school year though. This was a good learning experience for all those involved.
Thursday, December 10, 2009
Technology Update
EDU 580 Module IV
I have used lots of different forms of technology this semester. I am very pleased with myself that I didn’t get stressed or overwhelmed while doing so!
We had plenty of experience working with Excel and Word programs. We used these to create documents and collect data to form graphs and spreadsheets.
When teaching my integrated unit with my class of Kindergartners, we were able to use some technology as well. We worked with garage band, Imovie, digital cameras, Iphoto, and just practiced logging into our computers. What a challenge for my little darlings :) The children especially liked using the ball microphone when talking into garage band.
I was able to create a Skype account and use that a couple of times to practice during class. I didn’t have to miss any class sessions, so wasn’t able to try it out from afar.
As part of a class assignment, we were required to create a resource wikispace. I can honestly say that I was able to do this and add graphics and links. I was able to download files and pictures to put on my wikispace as well as the class wiki.
I have become very proficient in surfing the web for sites and resources in many areas, both for academic and personal purposes.
Our group created a keynote slideshow presentation on Professional Learning Communities. We added pictures, text, colors, and templates.
It has been a good semester. I have learned, experienced, and practiced a variety of technologies. With each technology module, I become a little more aware and confident in my computer skills!
I have used lots of different forms of technology this semester. I am very pleased with myself that I didn’t get stressed or overwhelmed while doing so!
We had plenty of experience working with Excel and Word programs. We used these to create documents and collect data to form graphs and spreadsheets.
When teaching my integrated unit with my class of Kindergartners, we were able to use some technology as well. We worked with garage band, Imovie, digital cameras, Iphoto, and just practiced logging into our computers. What a challenge for my little darlings :) The children especially liked using the ball microphone when talking into garage band.
I was able to create a Skype account and use that a couple of times to practice during class. I didn’t have to miss any class sessions, so wasn’t able to try it out from afar.
As part of a class assignment, we were required to create a resource wikispace. I can honestly say that I was able to do this and add graphics and links. I was able to download files and pictures to put on my wikispace as well as the class wiki.
I have become very proficient in surfing the web for sites and resources in many areas, both for academic and personal purposes.
Our group created a keynote slideshow presentation on Professional Learning Communities. We added pictures, text, colors, and templates.
It has been a good semester. I have learned, experienced, and practiced a variety of technologies. With each technology module, I become a little more aware and confident in my computer skills!
Tuesday, May 12, 2009
Final Collaboration Blog
Christine Harrington
Final Collaboration Blog
I met with my collaborating teacher today. The meeting went very well. I was able to explain to her the Backward Design model and process. I showed her my unit and all the different stages. She asked many questions and I was able to answer them for her. I also explained to her what TPACK was and the purpose behind it. She thought all of the information was interesting and was impressed with the amount of work that was done for this class. I had her view my final reflection piece. Again, she was impressed and learned a lot.
We discussed out next steps for our team taught unit in the Fall. I now know that I will officially be teaching a regular straight graded kindergarten class. I can continue on with my unit as planned with the second grade class and collaborating teacher.
Pam and I set an agenda for this summer to be able to successfully meet the requirements of this unit and for this class. We decided to go over expectations for both grade levels...second grade and kindergarten. We will decide what we want each class to get out of the unit and what our overall goals will be. We will talk about a timeframe and what the schedule will look like once we are established and in our classrooms. We are looking into writing some grants (Barclay's and DonorsChoose) and seeking some additional monies to pursue a field trip and other necessities for the unit. We will look through Scholastic catalogs to find nonfiction texts that will be appropriate and beneficial for our classes. We will collaborate and go over our budgets to make sure we are meeting the needs of our children and the goals of this unit. We discussed briefly possibly changing the cooking show to an animal type show. It is a work in progress.
At one of our future meetings, we will put together a portaportal site for our children to utilize and research other websites and bookmark the ones we feel are appropriate and useful for our children.
Each year, teachers in our building are responsible for creating 2 professional goals to work on throughout the school year. The collaboration and teaching of this unit will be a professional goal that both Pam and I will establish and work on. We will look into professional literature, guides, and resources. We will be integrating technology. The fiction and nonfiction standard is a P.L.C SMART goal already created and established by our building and staff. There will be learning labs to assist children that will struggle to meet the goals and outcomes of this unit (fiction and nonfiction).
I am looking forward to team teaching and collaborating with Pam Brooks and her second grade classroom. I think we both have a lot to offer each other. The children will enjoy working together. I am anxious to see how much my kindergartners will be able to do and how much they will get out of this learning experience.
More collaboration blogs to come!!!
Final Collaboration Blog
I met with my collaborating teacher today. The meeting went very well. I was able to explain to her the Backward Design model and process. I showed her my unit and all the different stages. She asked many questions and I was able to answer them for her. I also explained to her what TPACK was and the purpose behind it. She thought all of the information was interesting and was impressed with the amount of work that was done for this class. I had her view my final reflection piece. Again, she was impressed and learned a lot.
We discussed out next steps for our team taught unit in the Fall. I now know that I will officially be teaching a regular straight graded kindergarten class. I can continue on with my unit as planned with the second grade class and collaborating teacher.
Pam and I set an agenda for this summer to be able to successfully meet the requirements of this unit and for this class. We decided to go over expectations for both grade levels...second grade and kindergarten. We will decide what we want each class to get out of the unit and what our overall goals will be. We will talk about a timeframe and what the schedule will look like once we are established and in our classrooms. We are looking into writing some grants (Barclay's and DonorsChoose) and seeking some additional monies to pursue a field trip and other necessities for the unit. We will look through Scholastic catalogs to find nonfiction texts that will be appropriate and beneficial for our classes. We will collaborate and go over our budgets to make sure we are meeting the needs of our children and the goals of this unit. We discussed briefly possibly changing the cooking show to an animal type show. It is a work in progress.
At one of our future meetings, we will put together a portaportal site for our children to utilize and research other websites and bookmark the ones we feel are appropriate and useful for our children.
Each year, teachers in our building are responsible for creating 2 professional goals to work on throughout the school year. The collaboration and teaching of this unit will be a professional goal that both Pam and I will establish and work on. We will look into professional literature, guides, and resources. We will be integrating technology. The fiction and nonfiction standard is a P.L.C SMART goal already created and established by our building and staff. There will be learning labs to assist children that will struggle to meet the goals and outcomes of this unit (fiction and nonfiction).
I am looking forward to team teaching and collaborating with Pam Brooks and her second grade classroom. I think we both have a lot to offer each other. The children will enjoy working together. I am anxious to see how much my kindergartners will be able to do and how much they will get out of this learning experience.
More collaboration blogs to come!!!
Sunday, April 26, 2009
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Christine Harrington
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Most of the chapter, like the rest of the chapters in this TPACK book, were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.
There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.
“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.
As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!
New terms...I.R.E= teacher initiation, student reply, teacher evaluation
B.N.I.E= bid, negotiated, instantiated, evaluation
With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”
Most of the chapter, like the rest of the chapters in this TPACK book, were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.
There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.
“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.
As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!
New terms...I.R.E= teacher initiation, student reply, teacher evaluation
B.N.I.E= bid, negotiated, instantiated, evaluation
With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.
Saturday, April 18, 2009
Chapter 11- Guiding Preservice Teachers in Developing TPACK
Ch. 11- Guiding preservice teachers in developing TPACK
This chapter was basically about how to teach preservice teachers the importance of integrating content, pedagogy, knowledge, and technology.
I enjoyed the quotes that started each section.
“To teach is to learn.” There is no better way to learn something new than to have to teach it. I sometimes have my children teach each other what we have learned. If they can teach it, I know that they have mastered the concept!
“If the only tool you have is a hammer, you tend to see every problem as a nail.” Children need to have exposure to a variety of tools. Teachers need many tools available to meet all children’s needs. I sometimes call these tools my bag of tricks. It also means that we need to impact all of TPACK to teach children.
I recently went to a district wide RTI training. The speaker there made a similar comment to the one in this chapter that stated, children...”successfully face rigorous higher education coursework career challenges and a globally competitive workforce.” When the speaker was speaking to us, she was referring to her 5 year old daughter and saying that if she is not exposed to this TPACK model and technology that she is not going to be able to compete for a college degree or future career. It was a very powerful comment and presentation.
Preservice teachers need to have the opportunity to experience and be immersed in technology before they enter their teaching career. I wish this was the case with me. I have a lot to learn and not enough time to learn it in. Some of the skills I need to establish can be done on my own, but I have no time to explore them.
Children must have the basics before they move on to further activities or opportunities. We teach the basics in kindergarten...mouse control, logging in, passwords, parts of the computer. If they are not taught these skills, all other technology activities are going to be a challenge. Each lesson outside of the basics is a huge production! It often takes over the content being taught. Teachers need to use their best judgement when teaching technology with younger students. Another thought when teaching with technology is will this technology enhance the learning experience. I am constantly battling with this.
I liked the last comment made in the TPACK book. It said, “...reflection is an important experience in the making of a teacher for the 21st century- a teacher with the knowledge, skills, and dispositions for teaching with newer and emerging technologies, a teacher with knowledge and understanding of the intersection and integration of content, pedagogy, and technology in ways that ultimately affect student learning (p. 249). I am working on becoming a TPACK teacher. I am definitely a work in progress, but trying my best.
This chapter was basically about how to teach preservice teachers the importance of integrating content, pedagogy, knowledge, and technology.
I enjoyed the quotes that started each section.
“To teach is to learn.” There is no better way to learn something new than to have to teach it. I sometimes have my children teach each other what we have learned. If they can teach it, I know that they have mastered the concept!
“If the only tool you have is a hammer, you tend to see every problem as a nail.” Children need to have exposure to a variety of tools. Teachers need many tools available to meet all children’s needs. I sometimes call these tools my bag of tricks. It also means that we need to impact all of TPACK to teach children.
I recently went to a district wide RTI training. The speaker there made a similar comment to the one in this chapter that stated, children...”successfully face rigorous higher education coursework career challenges and a globally competitive workforce.” When the speaker was speaking to us, she was referring to her 5 year old daughter and saying that if she is not exposed to this TPACK model and technology that she is not going to be able to compete for a college degree or future career. It was a very powerful comment and presentation.
Preservice teachers need to have the opportunity to experience and be immersed in technology before they enter their teaching career. I wish this was the case with me. I have a lot to learn and not enough time to learn it in. Some of the skills I need to establish can be done on my own, but I have no time to explore them.
Children must have the basics before they move on to further activities or opportunities. We teach the basics in kindergarten...mouse control, logging in, passwords, parts of the computer. If they are not taught these skills, all other technology activities are going to be a challenge. Each lesson outside of the basics is a huge production! It often takes over the content being taught. Teachers need to use their best judgement when teaching technology with younger students. Another thought when teaching with technology is will this technology enhance the learning experience. I am constantly battling with this.
I liked the last comment made in the TPACK book. It said, “...reflection is an important experience in the making of a teacher for the 21st century- a teacher with the knowledge, skills, and dispositions for teaching with newer and emerging technologies, a teacher with knowledge and understanding of the intersection and integration of content, pedagogy, and technology in ways that ultimately affect student learning (p. 249). I am working on becoming a TPACK teacher. I am definitely a work in progress, but trying my best.
Saturday, March 28, 2009
Chapter 5- An integrated framework for educating world language teachers
TPACK Chapter 5- Reflection
An integrated framework for educating world language teachers
I loved the comment in the chapter that said “today’s teachers are confronted with a broader range of needs than teachers were a few decades ago” (p.107). I feel that teachers today have a lot on their plates. We are involved on many more committees, larger demands on academics, and the integration of technology. That doesn’t include class make ups and all the needs of each child in your class.
We have a few students in Wilton who are bilingual, but their parents are non-english speaking. The chapter suggested that being immersed and continually exposed to a language helps you to learn it quicker than those who are not. The children are constantly being exposed to English on a daily basis and therefore they have picked it up more quickly than their parents. In my experience, children pick up foreign languages much more quickly than adults. Learning a language is not pure memorization, but also social immersion and frequent use. People need to be exposed to meaningful conversations to pick up the emotions and the context in which the language is being spoken.
The more I am becoming aware of technology, I realize that if I understand how technology enhances the learning process I will be more apt to use it in my classroom. Technology needs to be used when it would be impossible to accomplish the learning in other ways. Some examples would be virtual field trips to museums and art galleries. Studying abroad is expensive and not an option for many. Students could visit the Louve and other famous far away places to learn the culture that is trying to be taught.
TIME for teachers to explore and learn new technologies is very limited. Teachers need inservice days and workshops to help keep up with current and changing technology trends. I know I would benefit tremendously from this.
NEW Vocabulary...CALL= computer-assisted language learning
Some of the ways technology can be used to teach foreign languages is through online chat sites. Students can chat with others from different parts of the world. They will be exposed to the reading, writing, and speaking of other languages. Hypertext and hypermedia technology is proven to be a great benefit for the retention of new vocabulary in a new language. Internet, chatrooms, email, video-conferencing, and digital communication help to shape the ways teachers introduce culture to their students in foreign language classes.
TPACK helps provides foreign language teachers a venue to enhance classrooms with technology while making them more culturally and linguistically valuable (p.123). Technology helps us to learn about the world around us. It exposes us to information that is otherwise not easily accessible to us.
An integrated framework for educating world language teachers
I loved the comment in the chapter that said “today’s teachers are confronted with a broader range of needs than teachers were a few decades ago” (p.107). I feel that teachers today have a lot on their plates. We are involved on many more committees, larger demands on academics, and the integration of technology. That doesn’t include class make ups and all the needs of each child in your class.
We have a few students in Wilton who are bilingual, but their parents are non-english speaking. The chapter suggested that being immersed and continually exposed to a language helps you to learn it quicker than those who are not. The children are constantly being exposed to English on a daily basis and therefore they have picked it up more quickly than their parents. In my experience, children pick up foreign languages much more quickly than adults. Learning a language is not pure memorization, but also social immersion and frequent use. People need to be exposed to meaningful conversations to pick up the emotions and the context in which the language is being spoken.
The more I am becoming aware of technology, I realize that if I understand how technology enhances the learning process I will be more apt to use it in my classroom. Technology needs to be used when it would be impossible to accomplish the learning in other ways. Some examples would be virtual field trips to museums and art galleries. Studying abroad is expensive and not an option for many. Students could visit the Louve and other famous far away places to learn the culture that is trying to be taught.
TIME for teachers to explore and learn new technologies is very limited. Teachers need inservice days and workshops to help keep up with current and changing technology trends. I know I would benefit tremendously from this.
NEW Vocabulary...CALL= computer-assisted language learning
Some of the ways technology can be used to teach foreign languages is through online chat sites. Students can chat with others from different parts of the world. They will be exposed to the reading, writing, and speaking of other languages. Hypertext and hypermedia technology is proven to be a great benefit for the retention of new vocabulary in a new language. Internet, chatrooms, email, video-conferencing, and digital communication help to shape the ways teachers introduce culture to their students in foreign language classes.
TPACK helps provides foreign language teachers a venue to enhance classrooms with technology while making them more culturally and linguistically valuable (p.123). Technology helps us to learn about the world around us. It exposes us to information that is otherwise not easily accessible to us.
Sunday, March 22, 2009
Chapter 8- Placing the magic in the classroom-TPACK in arts education
Reflection- Chapter 8
Placing the magic in the classroom- TPACK in arts education
MSAD #9 just had a district wide meeting around the topic of RTI (response to intervention). The presenter that day spoke about meeting the demands for the twenty-first century and how children are being born into a world very different than the one we were born into. She mentioned the list of learning skills necessary for our children. The list in on page 167 of the TPACK book. I found it interesting that she was speaking about these and the reality it is for our children today.
Arts is easy for me to incorporate into my kindergarten classroom on a daily basis. At first, I was thinking of the arts as the crafty projects I do with my children, but it involves so much more...dancing, singing, music, and projects. It is my favorite part of the day, well, besides teaching them to READ of course!!! The arts cover many of Gardner’s multiple intelligences...kinesthetic, visual, spatial, musical, interpersonal, and intrapersonal skills. These are essential for gross motor, fine motor, and visual spatial development. They encourage self-discovery, self-esteem and creativity.
This chapter gave MANY examples of websites available to help with the arts in the classroom. I checked out the crayola.com, the kinderart.com, and the dsokids.com sites. They were great. Some of the Web 2.0 programs to help with the arts are iPhoto, iMovie, Garage Band, and iTunes.
This may sound kind of silly, but to my more computer savvy friends, what is an applet?
The internet can be used to help find information, but it also gives you the ability to take virtual field trips to see museums, paintings, and dances.
I dance and move with my children everyday. (You would think I would be smaller with all that exercise!) Mr. D (from the Land of the Letter People, my alphabet program) has a Mexican dance does with the children. I don’t always think to give them the background history of the dance or music being played. I also give a little girl piano lessons, and fail to give her the background of the composers of the pieces she plays. This is something I will try harder to do as an educator. I can use technology to help me find the information that I need and relay it to my students.
My children do mini skits or plays. They love performing! What a bunch of hams!! Anyway, I liked reading about the benefits of drama and how it creates self esteem, works on public speaking, and brings out talents in students that might otherwise stay hidden.
I liked the idea of using technology to have pen pals. My children are at a stage where they can write and read. It would be fun to have pen pals over the computer using technology. I will look into this for next year. There is too much on my plate to take on this endeavor right now.
It is important to remember that technology doesn’t replace the arts, but helps to enhance it.
Placing the magic in the classroom- TPACK in arts education
MSAD #9 just had a district wide meeting around the topic of RTI (response to intervention). The presenter that day spoke about meeting the demands for the twenty-first century and how children are being born into a world very different than the one we were born into. She mentioned the list of learning skills necessary for our children. The list in on page 167 of the TPACK book. I found it interesting that she was speaking about these and the reality it is for our children today.
Arts is easy for me to incorporate into my kindergarten classroom on a daily basis. At first, I was thinking of the arts as the crafty projects I do with my children, but it involves so much more...dancing, singing, music, and projects. It is my favorite part of the day, well, besides teaching them to READ of course!!! The arts cover many of Gardner’s multiple intelligences...kinesthetic, visual, spatial, musical, interpersonal, and intrapersonal skills. These are essential for gross motor, fine motor, and visual spatial development. They encourage self-discovery, self-esteem and creativity.
This chapter gave MANY examples of websites available to help with the arts in the classroom. I checked out the crayola.com, the kinderart.com, and the dsokids.com sites. They were great. Some of the Web 2.0 programs to help with the arts are iPhoto, iMovie, Garage Band, and iTunes.
This may sound kind of silly, but to my more computer savvy friends, what is an applet?
The internet can be used to help find information, but it also gives you the ability to take virtual field trips to see museums, paintings, and dances.
I dance and move with my children everyday. (You would think I would be smaller with all that exercise!) Mr. D (from the Land of the Letter People, my alphabet program) has a Mexican dance does with the children. I don’t always think to give them the background history of the dance or music being played. I also give a little girl piano lessons, and fail to give her the background of the composers of the pieces she plays. This is something I will try harder to do as an educator. I can use technology to help me find the information that I need and relay it to my students.
My children do mini skits or plays. They love performing! What a bunch of hams!! Anyway, I liked reading about the benefits of drama and how it creates self esteem, works on public speaking, and brings out talents in students that might otherwise stay hidden.
I liked the idea of using technology to have pen pals. My children are at a stage where they can write and read. It would be fun to have pen pals over the computer using technology. I will look into this for next year. There is too much on my plate to take on this endeavor right now.
It is important to remember that technology doesn’t replace the arts, but helps to enhance it.
Chapter 10- The role of TPACK in physical education
Reflection- Chapter 10
The role of TPACK in physical education
Before even reading this chapter, I was a little concerned about how to integrate technology into such an active subject area like physical education. As I continued to read, I saw how technology could be important to the physical education teacher. The technology used by physical educators could be videos, computer generated programs, heart rate monitors, pedometers, and for data collection and evaluation. The greatest TPACK needs are in the area of using technology to collect, manage, analyze, and report student performance data. As in many situations, money and budgets are an issue.
This chapter brought back a few memories. If I hadn’t been hired for my kindergarten teaching position right out of college, I would have gone on to get my masters degree in athletic management or some other sports related curriculum. I have also had lots of experience in many athletic venues. This chapter was interesting for me to read. Lots of the terminology I had heard before.
I liked the comment that said the teacher must know when and how to teach the skill and the student must know specifically what to work on and then practice it numerous times with feedback. In physical education fundamental motor skills become the building blocks and are combined with more complex skills to be taught in the next grades.
Even though the subject area is physical education, the idea behind content and pedagogy is the same regardless of what subject area you teach.
The phrase we are always hearing these days is “Be a life long learner.” Well, the goal of physical education is to develop students’ physical and motor skills so that they can live healthy and active lives during and after their school experience. Learning these skills in physical education is going to give students the skills and ability to be healthy citizens throughout their lives...life long learners!
The new game system the Wii is a great example of technology incorporating the active and physical components needed in physical education. My kindergarten children, as well as, many of my adult friends have had fun and a workout with this program. What a great idea!
The role of TPACK in physical education
Before even reading this chapter, I was a little concerned about how to integrate technology into such an active subject area like physical education. As I continued to read, I saw how technology could be important to the physical education teacher. The technology used by physical educators could be videos, computer generated programs, heart rate monitors, pedometers, and for data collection and evaluation. The greatest TPACK needs are in the area of using technology to collect, manage, analyze, and report student performance data. As in many situations, money and budgets are an issue.
This chapter brought back a few memories. If I hadn’t been hired for my kindergarten teaching position right out of college, I would have gone on to get my masters degree in athletic management or some other sports related curriculum. I have also had lots of experience in many athletic venues. This chapter was interesting for me to read. Lots of the terminology I had heard before.
I liked the comment that said the teacher must know when and how to teach the skill and the student must know specifically what to work on and then practice it numerous times with feedback. In physical education fundamental motor skills become the building blocks and are combined with more complex skills to be taught in the next grades.
Even though the subject area is physical education, the idea behind content and pedagogy is the same regardless of what subject area you teach.
The phrase we are always hearing these days is “Be a life long learner.” Well, the goal of physical education is to develop students’ physical and motor skills so that they can live healthy and active lives during and after their school experience. Learning these skills in physical education is going to give students the skills and ability to be healthy citizens throughout their lives...life long learners!
The new game system the Wii is a great example of technology incorporating the active and physical components needed in physical education. My kindergarten children, as well as, many of my adult friends have had fun and a workout with this program. What a great idea!
Monday, March 16, 2009
Chapter 7 Perhaps a matter of imagination TPACK in mathematics education
Reflection
Chapter 7- Mathematics
Perhaps a matter of imagination
TPACK in mathematics education
Lots of questions arise when talking about mathematics and the integration of technology. Should they be allowed to use the calculator? If they don’t know the information, should they be allowed to use technology devices to help them solve the problems? The common answer is “it depends.” It depends on the individual learners, and the needs and background experience that they bring to the classroom.
When integrating technology into the classroom, it is important to think about “what” technologies are appropriate and “how” these technologies might support teaching and learning. “Technologies are essential tools within a balanced mathematics program. Teachers must be prepared to serve as knowledgeable decision makers in determining when and how their students can use these tools most effectively.” (NCTM, 2003)
The integration of technology into mathematics needs to be practical and have real-life application. Math is constantly evolving because of technology. It affects how we do the fundamentals and search for information. Using tools of technology can help with student achievement of a variety of higher-order learning outcomes, such as reflection, reasoning, problem posing, problem solving, and decision making.
Mathematics is the “science of patterns.” You have to observe, represent, and investigate patterns and relationships. Mathematicians look for patterns in numbers, in space, in science, in computers, and in imagination.
The National Council of Teachers of Mathematics (NCTM) has found it more beneficial to limit the topics taught in mathematics Pre-k to grade 8 and go more in depth to form a strong mathematical foundation.
The role of computer technology is helping teachers with their administrative tasks such as records grades, class assignments, attendance, progress reports, and information for lessons. Teachers are more “data wise.” Data collected is used to inform instruction.
Chapter 7- Mathematics
Perhaps a matter of imagination
TPACK in mathematics education
Lots of questions arise when talking about mathematics and the integration of technology. Should they be allowed to use the calculator? If they don’t know the information, should they be allowed to use technology devices to help them solve the problems? The common answer is “it depends.” It depends on the individual learners, and the needs and background experience that they bring to the classroom.
When integrating technology into the classroom, it is important to think about “what” technologies are appropriate and “how” these technologies might support teaching and learning. “Technologies are essential tools within a balanced mathematics program. Teachers must be prepared to serve as knowledgeable decision makers in determining when and how their students can use these tools most effectively.” (NCTM, 2003)
The integration of technology into mathematics needs to be practical and have real-life application. Math is constantly evolving because of technology. It affects how we do the fundamentals and search for information. Using tools of technology can help with student achievement of a variety of higher-order learning outcomes, such as reflection, reasoning, problem posing, problem solving, and decision making.
Mathematics is the “science of patterns.” You have to observe, represent, and investigate patterns and relationships. Mathematicians look for patterns in numbers, in space, in science, in computers, and in imagination.
The National Council of Teachers of Mathematics (NCTM) has found it more beneficial to limit the topics taught in mathematics Pre-k to grade 8 and go more in depth to form a strong mathematical foundation.
The role of computer technology is helping teachers with their administrative tasks such as records grades, class assignments, attendance, progress reports, and information for lessons. Teachers are more “data wise.” Data collected is used to inform instruction.
Chapter 4: Leveraging the development of English TPACK within the deictic nature of literacy
Chapter 4- Reflection
Leveraging the development of English
TPACK within the deictic nature of literacy
The chapter gave an example of a research project for preservice English education programs at the University of Minnesota. It sounds as though there class runs similar this graduate class. It involves strongly integrating the technology piece into your class.
Technology has to be integrated into the curriculum and into what you are teaching. It gives technology more meaning and is easier to learn. The chapter stated that separate and unrelated technology courses were insufficient. Technology needs to be taught simultaneously.
The chapter used two examples of classroom teachers to show the use and effectiveness of technology. Laura, one of the teachers, used technology as a resource for herself and not much for student use. Nell, the second of the teachers, used technology more freely in her classroom. The more she learned, the higher her expectations and ease in the classroom. Her approach was much more student oriented.
The term “new literacies” has come about because of technology and its impact. Technology is constantly evolving and teachers need to be kept up to date with integrating technology into their English language arts curriculums. It is hard for some educators to accept different and emerging forms of electronic reading and writing. Sometimes it is hard to keep up!
Leveraging the development of English
TPACK within the deictic nature of literacy
The chapter gave an example of a research project for preservice English education programs at the University of Minnesota. It sounds as though there class runs similar this graduate class. It involves strongly integrating the technology piece into your class.
Technology has to be integrated into the curriculum and into what you are teaching. It gives technology more meaning and is easier to learn. The chapter stated that separate and unrelated technology courses were insufficient. Technology needs to be taught simultaneously.
The chapter used two examples of classroom teachers to show the use and effectiveness of technology. Laura, one of the teachers, used technology as a resource for herself and not much for student use. Nell, the second of the teachers, used technology more freely in her classroom. The more she learned, the higher her expectations and ease in the classroom. Her approach was much more student oriented.
The term “new literacies” has come about because of technology and its impact. Technology is constantly evolving and teachers need to be kept up to date with integrating technology into their English language arts curriculums. It is hard for some educators to accept different and emerging forms of electronic reading and writing. Sometimes it is hard to keep up!
Tuesday, March 10, 2009
Stage 1 Meeting with Unit Partner
Blog Entry about Stage 1 Meeting with Unit Partner
due 3/11/09
I met with my unit partner today. The meeting went very well. We were able to discuss the understandings and essential outcomes for the unit that we will team teach together. Our focus for the unit will definitely be the features and conventions of nonfiction texts. We further discussed the components of nonfiction we felt were the most important and that would be most easily understood by kindergarten and second grade children (in the fall). We discussed the science content we might include in our unit.
I described the performance task to her and she was very enthusiastic about it. The idea of making a cookbook and recipes as well as a cooking show was enticing to her and thought it was be fun and exciting for the students also.
I briefly discussed what my intentions were for the performance task, what my expectations would be, and what I might want to include and how that related to the unit as a whole. We brainstormed some ideas together and will continue our conversation later. We talked about what the role of her second graders would be in this unit, what we could do for each convention and what the final product might look like. Again, further conversations will take place at a later time.
Overall, our essential outcomes and understandings were the same. We are team teaching the unit, both teaching the integrated portions together. That is how it is done in elementary school. There is no teacher that teaches just the one subject area. The idea of having a second grade buddy will be beneficial and educationally necessary as my children in kindergarten will have very limited writing, reading, and technology skills in the fall. I look forward to working more on this unit. It will be a great collaboration effort, team building, and educational experience for our children in the fall.
due 3/11/09
I met with my unit partner today. The meeting went very well. We were able to discuss the understandings and essential outcomes for the unit that we will team teach together. Our focus for the unit will definitely be the features and conventions of nonfiction texts. We further discussed the components of nonfiction we felt were the most important and that would be most easily understood by kindergarten and second grade children (in the fall). We discussed the science content we might include in our unit.
I described the performance task to her and she was very enthusiastic about it. The idea of making a cookbook and recipes as well as a cooking show was enticing to her and thought it was be fun and exciting for the students also.
I briefly discussed what my intentions were for the performance task, what my expectations would be, and what I might want to include and how that related to the unit as a whole. We brainstormed some ideas together and will continue our conversation later. We talked about what the role of her second graders would be in this unit, what we could do for each convention and what the final product might look like. Again, further conversations will take place at a later time.
Overall, our essential outcomes and understandings were the same. We are team teaching the unit, both teaching the integrated portions together. That is how it is done in elementary school. There is no teacher that teaches just the one subject area. The idea of having a second grade buddy will be beneficial and educationally necessary as my children in kindergarten will have very limited writing, reading, and technology skills in the fall. I look forward to working more on this unit. It will be a great collaboration effort, team building, and educational experience for our children in the fall.
Monday, March 9, 2009
Reflection-TPACK Chapter 6- Toward democracy...Social Studies and TPACK
Reflection-TPACK Chapter 6
Toward democracy...Social studies and TPACK
Social studies comes from various disciplines including history, geography, political science, economics, behavioral sciences, and cultural studies. Social studies is a more practical subject matter. Each one of these disciplines are enhanced by the use of technology.
Social studies teachers have lots of resources to choose from because of all the technology available. There is lots of digital history available. It is important that the material and resources chosen are based on the knowledge of the learners in their classes and their specific needs. Teachers constantly need to think how this material can be adapted and tailored for specific student use. Teachers in all subject areas need to decide on plans that are appropriate for their classroom given the knowledge of their learners, knowledge of the curriculum, the needs of the school and community, and the goals or purposes of the course and subject.
What is non-linear and linear environments? This was new vocabulary for me. The book said students need to have skills in both types of resources.
I learned some other new vocabulary...synchronous communication...instant messaging, telephony, audio and video conferencing, chat...
asynchronous communications...discussion boards, new groups, and email...
Social studies encourages collaborative and communicative learning.
Development of human communities is impacted by 3 aspects of technology. Electronic forms of communication (email, chat, audio/video conferencing), computer technologies, information technology.
There is a big concern with social interaction and communication because of computers and technology. New interactions are now taking place. It is a school’s job to create authentic interactive experiences for students. Technology offers new and creative ways to capture the reality of life. Students need to be using the actual programs and environments they will use as adult citizens.
Socio-economic status is still an issue surrounding technology. Teachers and schools need to prepare students for public and private resources in an effort to bridge the socio-economic differences in access to technology.
Social studies helps to prepare young people for the role of citizen in a democracy. Technology helps to improve and enliven this process. The direct needs in young people’s social lives have changed in respects to technology. Young people crave technology. Digital disconnect suggests that schools are not doing enough to encourage learning and experience in technology which is “normal” for young people. I am guilty of this digital disconnect. I try to do my best to encourage computer and technology use in my classroom, but not to the extent that the book or this class suggests.
There are several benefits to technology. Technology helps students to locate digital resources, facilitate work in non-linear environments, encourage critical decisions, use internet sources to extend collaborative and communication skills, and promote authentic forms of human interaction.
Toward democracy...Social studies and TPACK
Social studies comes from various disciplines including history, geography, political science, economics, behavioral sciences, and cultural studies. Social studies is a more practical subject matter. Each one of these disciplines are enhanced by the use of technology.
Social studies teachers have lots of resources to choose from because of all the technology available. There is lots of digital history available. It is important that the material and resources chosen are based on the knowledge of the learners in their classes and their specific needs. Teachers constantly need to think how this material can be adapted and tailored for specific student use. Teachers in all subject areas need to decide on plans that are appropriate for their classroom given the knowledge of their learners, knowledge of the curriculum, the needs of the school and community, and the goals or purposes of the course and subject.
What is non-linear and linear environments? This was new vocabulary for me. The book said students need to have skills in both types of resources.
I learned some other new vocabulary...synchronous communication...instant messaging, telephony, audio and video conferencing, chat...
asynchronous communications...discussion boards, new groups, and email...
Social studies encourages collaborative and communicative learning.
Development of human communities is impacted by 3 aspects of technology. Electronic forms of communication (email, chat, audio/video conferencing), computer technologies, information technology.
There is a big concern with social interaction and communication because of computers and technology. New interactions are now taking place. It is a school’s job to create authentic interactive experiences for students. Technology offers new and creative ways to capture the reality of life. Students need to be using the actual programs and environments they will use as adult citizens.
Socio-economic status is still an issue surrounding technology. Teachers and schools need to prepare students for public and private resources in an effort to bridge the socio-economic differences in access to technology.
Social studies helps to prepare young people for the role of citizen in a democracy. Technology helps to improve and enliven this process. The direct needs in young people’s social lives have changed in respects to technology. Young people crave technology. Digital disconnect suggests that schools are not doing enough to encourage learning and experience in technology which is “normal” for young people. I am guilty of this digital disconnect. I try to do my best to encourage computer and technology use in my classroom, but not to the extent that the book or this class suggests.
There are several benefits to technology. Technology helps students to locate digital resources, facilitate work in non-linear environments, encourage critical decisions, use internet sources to extend collaborative and communication skills, and promote authentic forms of human interaction.
Monday, February 23, 2009
Reflection- Ch. 9 Science, technology, and teaching: The topic-specific challenge of TPACK in science
Christine Harrington
Reflection- Ch. 9
Science, technology, and teaching: The topic-specific challenge of TPACK in science
Science and technology are naturally related topics. They tend to go hand in hand. One feeds off the other. It is hard to accomplish one while not working with the other one. There was a quote in the book that stated “science is a way of understanding the world...technology, on the other hand, is a way of controlling the world, a set of tools that we can use to make things happen as we wish. So science and technology can sometimes be separate and unrelated...more typically, science and technology are highly intertwined (pp. 133-134).”
The TPACK book spent a lot of time describing how to integrate science and technology . When they were explaining PCK, they commented on how teachers seem to develop PCK by their experiences as teachers.
I liked that we were given some examples of when and how to use technology and at what times it is appropriate to use them. Technology, science and pedagogy go together when we really take the time to think about where technology fits into the curriculum, what types of technology to use, and how are we going to teach with it.
The book made it clear to not use technology just for the sake of using technology. It suggested that we think about where to put it in the curriculum when other strategies are not adequate or sufficient. Teachers need to make technology meaningful and useful for themselves and their students. I am a teacher that struggles with the use of technology. The best thing I can do is to have exposure to as much technology as I can. Sometimes the only way to gain knowledge is through experience. The book recommended that I learn from my own practice and from ongoing education. I am trying my best!
The TPACK book gave several examples of what technologies might be appropriate for certain situations. It talked about 3 kinds of technologies that are best used in science. The first type of technology is the technology that is unrelated to science that includes word processing, spreadsheets, and graphic software. The second type of technology is designed for teaching and learning science. These technologies include Model-It, Virtual Frog, Cooties, BIOKids and WISE. The third of these technologies are designed and used to do science like microscopes, telescopes, CBL probes, and scientific calculators.
The chapter also made references to equity in resources. It suggests for teachers to do the best they can with resources that are available to them.
When using technology, technology failure often happens the first time you try something new. For teachers like me, the first attempt is usually my last attempt. There is a section in this chapter that talks about what to do when technology issues arise. They recommend that teachers head off problems before they arise. Teaching technology takes some preparation time. Teachers should identify problems ahead of time, give children time to explore with the program/technology before using it for the first time, identify possible failures in equipment and software programs, and be sure to organize the activity to maximize technology usage, noise level, and student participation.
Reflection- Ch. 9
Science, technology, and teaching: The topic-specific challenge of TPACK in science
Science and technology are naturally related topics. They tend to go hand in hand. One feeds off the other. It is hard to accomplish one while not working with the other one. There was a quote in the book that stated “science is a way of understanding the world...technology, on the other hand, is a way of controlling the world, a set of tools that we can use to make things happen as we wish. So science and technology can sometimes be separate and unrelated...more typically, science and technology are highly intertwined (pp. 133-134).”
The TPACK book spent a lot of time describing how to integrate science and technology . When they were explaining PCK, they commented on how teachers seem to develop PCK by their experiences as teachers.
I liked that we were given some examples of when and how to use technology and at what times it is appropriate to use them. Technology, science and pedagogy go together when we really take the time to think about where technology fits into the curriculum, what types of technology to use, and how are we going to teach with it.
The book made it clear to not use technology just for the sake of using technology. It suggested that we think about where to put it in the curriculum when other strategies are not adequate or sufficient. Teachers need to make technology meaningful and useful for themselves and their students. I am a teacher that struggles with the use of technology. The best thing I can do is to have exposure to as much technology as I can. Sometimes the only way to gain knowledge is through experience. The book recommended that I learn from my own practice and from ongoing education. I am trying my best!
The TPACK book gave several examples of what technologies might be appropriate for certain situations. It talked about 3 kinds of technologies that are best used in science. The first type of technology is the technology that is unrelated to science that includes word processing, spreadsheets, and graphic software. The second type of technology is designed for teaching and learning science. These technologies include Model-It, Virtual Frog, Cooties, BIOKids and WISE. The third of these technologies are designed and used to do science like microscopes, telescopes, CBL probes, and scientific calculators.
The chapter also made references to equity in resources. It suggests for teachers to do the best they can with resources that are available to them.
When using technology, technology failure often happens the first time you try something new. For teachers like me, the first attempt is usually my last attempt. There is a section in this chapter that talks about what to do when technology issues arise. They recommend that teachers head off problems before they arise. Teaching technology takes some preparation time. Teachers should identify problems ahead of time, give children time to explore with the program/technology before using it for the first time, identify possible failures in equipment and software programs, and be sure to organize the activity to maximize technology usage, noise level, and student participation.
Tuesday, February 10, 2009
Chapter 3- TPACK in K-6 literacy education: It's not the elementary!
Reflection: Christine Harrington
Chapter 3- TPACK in K-6 literacy education: It’s not that elementary!
I actually really enjoyed reading this chapter. For the first time in a while, it was information that was pertinent to teaching lower elementary students. It was comforting for me to read because a lot of what was suggested are ideas and strategies that I am already doing in my classroom.
As an educator for early elementary students, it is my primary goal to teach children how to read. I really liked the comment in the book that stated “for elementary students to become successful readers, teachers must have a thorough foundational knowledge of both reading and writing processes, and they must understand how these processes can be effectively taught in classrooms” (Moats, 1999; Ruddell, 2006). These would be the content and pedagogy portion of TPACK. There is lots to think about when teaching children to read. Some of the content knowledge necessary when teaching children to read include: language structure, vocabulary, comprehension, fluency, and composition. In order the acquire these skills and knowledge, it is the teachers responsibility to also be able to instruct students in the best way possible. This is the pedagogical knowledge. Educators must teach literacy as a developmental continuum, apply appropriate teaching methods and strategies while considering the diversity of learners and individual differences, create a supportive literacy environment that increases learners’ engagement, motivate student to read, and select and use a wide range of strategies and tools for assessment (AACTE Committee on Innovation and Technology (Editors) (2008). The idea of TPACK is to incorporate all aspects, content, pedagogy, and technology. I loved the developing fluency using predictable text technology piece. This is something I would actually attempt to do with my kindergarten children. It was an example based on the book It Looked Like Spilt Milk. Teachers gave their children a template and the children created a picture and filled in the one word missing from the template. The children had the opportunity to read each child’s printed out page for practice with fluency, word recognition, and comprehension. What a great idea! There were some ideas using Kidspiration, Kid Pix, and some online read aloud books. I know starfall.com has many read a long texts appropriate for younger elementary children. I believe pbskids.com does as well. We have the computer program Lexia that specifically works on phonological awareness skills necessary when teaching a child to read. The idea of TPACK is to integrate all three components: content, pedagogy, and technology into a literacy program to best teach children how to read. It is encouraging to know that I am, in fact, using all three TPACK components in my kindergarten literacy program.
Grades K-2 sites: http://pbskids.org - Learning games for young children
http://www.starfall.com -Literacy and reading activities for young children
http://www.madison.k12.wi.us/tnl/langarts/techlit/tlindex.htm - Lesson plans for literacy and technology
http://www.rockingham.k12.va.us/resources/elementary/soltechintegration.htm
Grades 3-6 sites:
http://instech.tusd.k12.az.us/balancedlit/handbook/BLMS/bltablems.htm - Tips for teaching reading to a struggling middle school student
http://www.rockingham.k12.va.us/resources/elementary/soltechintegration.htm
Grades 6-8 sites:
http://lessonplanz.com/Lesson_Plans/Language_Arts/_Grades_6-8/index.shtml - Language Arts lessons for grades 6-8
Resource for Grades k-6:
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
Information on literacy and technology
Chapter 3- TPACK in K-6 literacy education: It’s not that elementary!
I actually really enjoyed reading this chapter. For the first time in a while, it was information that was pertinent to teaching lower elementary students. It was comforting for me to read because a lot of what was suggested are ideas and strategies that I am already doing in my classroom.
As an educator for early elementary students, it is my primary goal to teach children how to read. I really liked the comment in the book that stated “for elementary students to become successful readers, teachers must have a thorough foundational knowledge of both reading and writing processes, and they must understand how these processes can be effectively taught in classrooms” (Moats, 1999; Ruddell, 2006). These would be the content and pedagogy portion of TPACK. There is lots to think about when teaching children to read. Some of the content knowledge necessary when teaching children to read include: language structure, vocabulary, comprehension, fluency, and composition. In order the acquire these skills and knowledge, it is the teachers responsibility to also be able to instruct students in the best way possible. This is the pedagogical knowledge. Educators must teach literacy as a developmental continuum, apply appropriate teaching methods and strategies while considering the diversity of learners and individual differences, create a supportive literacy environment that increases learners’ engagement, motivate student to read, and select and use a wide range of strategies and tools for assessment (AACTE Committee on Innovation and Technology (Editors) (2008). The idea of TPACK is to incorporate all aspects, content, pedagogy, and technology. I loved the developing fluency using predictable text technology piece. This is something I would actually attempt to do with my kindergarten children. It was an example based on the book It Looked Like Spilt Milk. Teachers gave their children a template and the children created a picture and filled in the one word missing from the template. The children had the opportunity to read each child’s printed out page for practice with fluency, word recognition, and comprehension. What a great idea! There were some ideas using Kidspiration, Kid Pix, and some online read aloud books. I know starfall.com has many read a long texts appropriate for younger elementary children. I believe pbskids.com does as well. We have the computer program Lexia that specifically works on phonological awareness skills necessary when teaching a child to read. The idea of TPACK is to integrate all three components: content, pedagogy, and technology into a literacy program to best teach children how to read. It is encouraging to know that I am, in fact, using all three TPACK components in my kindergarten literacy program.
Grades K-2 sites: http://pbskids.org - Learning games for young children
http://www.starfall.com -Literacy and reading activities for young children
http://www.madison.k12.wi.us/tnl/langarts/techlit/tlindex.htm - Lesson plans for literacy and technology
http://www.rockingham.k12.va.us/resources/elementary/soltechintegration.htm
Grades 3-6 sites:
http://instech.tusd.k12.az.us/balancedlit/handbook/BLMS/bltablems.htm - Tips for teaching reading to a struggling middle school student
http://www.rockingham.k12.va.us/resources/elementary/soltechintegration.htm
Grades 6-8 sites:
http://lessonplanz.com/Lesson_Plans/Language_Arts/_Grades_6-8/index.shtml - Language Arts lessons for grades 6-8
Resource for Grades k-6:
http://www.ncrel.org/sdrs/areas/issues/content/cntareas/reading/li300.htm
Information on literacy and technology
Thursday, January 29, 2009
Chapter 2- Bridging digital and Cultural divides TPACK for equity of access to technology
TPACK- Chapter 2- Bridging digital and cultural divides TPACK for equity of access to technology
Some definitions:
ICT- information and communication technology
TMI- technology mediated instruction
*It is the teachers job to bridge the digital divides
There are 3 digital divides:
access to technology hardware, software, and the Internet
access to achievement-enhancing TMI (technology mediated instruction)
access to culture-sensitive technological pedagogy
“It is important to bridge the first digital divide, and to do so as early as possible in children’s lives to start them on the path to developing high levels of ICT literacy and ‘full spectrum frequency’”
I know that technology is important and it is important as a teacher of kindergartners to start the use of them in my Kindergarten classroom.
Farmington and Wilton do have some community places where children and families have access to technology- UMF (Mantor Library), Farmington Library, and the Wilton Public Library. These are benefit to our community.
I liked how the book summarized (numbered the key points) of each digital divide. Made it easier to understand the reading.
“A skilled teacher with two computers can be more effective than an unskilled teacher with 30.” Teachers need to be smart in how they use their computers and technology skills. Lots of thinking and integrating needs to take place to get the most out of their resources and instructional time.
After reading the last chapter and having a somewhat negative attitude toward computer use, I read this quote and thought it was good. “... a teacher with a class of children from different cultural backgrounds can choose to focus on the potential obstacles this presents to teaching, or to focus on the opportunity it affords to enhance the presentation of the curriculum with the real-life experiences of student and their families, helping students learn substantive positive lessons about each other’s backgrounds.” I can choose to look at computers as a hinderance to my teaching, or as an opportunity to introduce and teach my students something they may not have been exposed to before. As an educator, I need to seize the moment. Maybe this will be my time to shine!
“Wicked Problems”= No 2 situations are a like. They need to have a custom made solutions. We need to learn from these.
Some definitions:
ICT- information and communication technology
TMI- technology mediated instruction
*It is the teachers job to bridge the digital divides
There are 3 digital divides:
access to technology hardware, software, and the Internet
access to achievement-enhancing TMI (technology mediated instruction)
access to culture-sensitive technological pedagogy
“It is important to bridge the first digital divide, and to do so as early as possible in children’s lives to start them on the path to developing high levels of ICT literacy and ‘full spectrum frequency’”
I know that technology is important and it is important as a teacher of kindergartners to start the use of them in my Kindergarten classroom.
Farmington and Wilton do have some community places where children and families have access to technology- UMF (Mantor Library), Farmington Library, and the Wilton Public Library. These are benefit to our community.
I liked how the book summarized (numbered the key points) of each digital divide. Made it easier to understand the reading.
“A skilled teacher with two computers can be more effective than an unskilled teacher with 30.” Teachers need to be smart in how they use their computers and technology skills. Lots of thinking and integrating needs to take place to get the most out of their resources and instructional time.
After reading the last chapter and having a somewhat negative attitude toward computer use, I read this quote and thought it was good. “... a teacher with a class of children from different cultural backgrounds can choose to focus on the potential obstacles this presents to teaching, or to focus on the opportunity it affords to enhance the presentation of the curriculum with the real-life experiences of student and their families, helping students learn substantive positive lessons about each other’s backgrounds.” I can choose to look at computers as a hinderance to my teaching, or as an opportunity to introduce and teach my students something they may not have been exposed to before. As an educator, I need to seize the moment. Maybe this will be my time to shine!
“Wicked Problems”= No 2 situations are a like. They need to have a custom made solutions. We need to learn from these.
TPACK Chapter 1- Introducing TPACK
Chapter 1- Introducing TPACK
WOW... this is not an easy read. There was lots of terminology that is very confusing for me. This chapter contained many definitions. I am not a well versed computer and technology person. Computers do not come easy for me. I do not own multiple technology devices and therefore any new technology practices and devices that come my way are often scary, more work for me, and an additional stress to my life. I have a feeling I am going to learn a lot in this course. Practice makes perfect, right! Here goes...
Here is what I learned and got out of this chapter.
I like the comment made on page 4 that stated “the push to integrate technology in teaching further complicates matters by bringing an additional domain of knowledge (technology knowledge) into the mix.” Part of my problem with technology integration is that it is one more thing educators are asked to put on their plate. For some, it is an easy, but for me a definite challenge.
Not sure this is the place for definitions. Those are underlined in my book.
Here is an important definition I thought I should add.
TPCK= emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from an interaction of content, pedagogy, and technology knowledge. (p. 17-18)
*technology, content, and pedagogy need to be intertwined.
I fully agreed with the section of this chapter that was titled: Digital technologies are unstable. Software and programs are constantly changing. Technology can be stressful when taking a classroom of kindergartners to use the computers and not having their passwords, software, or equipment working correctly or easily accessed. As an educator, this is discouraging and frustrating for me and my children.
“The instability of digital technologies requires that teachers become life long learners who are willing to contend with ambiguity, frustration and change.” Once something is learned, it is changed again. I feel there is not enough time in an educators life when trying to learn something new. I might be taught a new concept, but I never have the time to implement it or experiment with it myself to feel fully comfortable. The constant demands of teaching right now is a lot! Everyday, something more is added to our plates. We do not have time to do all that is expected of us. It is very discouraging.
This section of the book was written just for me! Teachers often have inadequate (or inappropriate) experience. “Teachers often lack experience with using digital technologies for teaching and learning.” That has me written all over it! I do not consider myself prepared to use technology in my classroom and often times, “do not appreciate the value or relevance to the classroom.” I know that technology is a weakness for me. It is not a priority in my teaching routine and I know that it needs to change. I am trying my best to work on this! I need to understand the impact of technology on the disciplines I am teaching and how critical it is on the education of my children. Teachers are the primary source of change that can occur in the classroom. It is my job to integrate technology. I know this...
Here are my problems to solve: How do I make it a priority? How do I become proficient enough to teach technology to my children? Where do I find the time in my schedule to educate myself when the demands are so high for me already? How can I integrate it into my already demanding curriculum and course schedules?
This chapter gave me lots to think about.
WOW... this is not an easy read. There was lots of terminology that is very confusing for me. This chapter contained many definitions. I am not a well versed computer and technology person. Computers do not come easy for me. I do not own multiple technology devices and therefore any new technology practices and devices that come my way are often scary, more work for me, and an additional stress to my life. I have a feeling I am going to learn a lot in this course. Practice makes perfect, right! Here goes...
Here is what I learned and got out of this chapter.
I like the comment made on page 4 that stated “the push to integrate technology in teaching further complicates matters by bringing an additional domain of knowledge (technology knowledge) into the mix.” Part of my problem with technology integration is that it is one more thing educators are asked to put on their plate. For some, it is an easy, but for me a definite challenge.
Not sure this is the place for definitions. Those are underlined in my book.
Here is an important definition I thought I should add.
TPCK= emergent form of knowledge that goes beyond all three components (content, pedagogy, and technology). Technological pedagogical content knowledge is an understanding that emerges from an interaction of content, pedagogy, and technology knowledge. (p. 17-18)
*technology, content, and pedagogy need to be intertwined.
I fully agreed with the section of this chapter that was titled: Digital technologies are unstable. Software and programs are constantly changing. Technology can be stressful when taking a classroom of kindergartners to use the computers and not having their passwords, software, or equipment working correctly or easily accessed. As an educator, this is discouraging and frustrating for me and my children.
“The instability of digital technologies requires that teachers become life long learners who are willing to contend with ambiguity, frustration and change.” Once something is learned, it is changed again. I feel there is not enough time in an educators life when trying to learn something new. I might be taught a new concept, but I never have the time to implement it or experiment with it myself to feel fully comfortable. The constant demands of teaching right now is a lot! Everyday, something more is added to our plates. We do not have time to do all that is expected of us. It is very discouraging.
This section of the book was written just for me! Teachers often have inadequate (or inappropriate) experience. “Teachers often lack experience with using digital technologies for teaching and learning.” That has me written all over it! I do not consider myself prepared to use technology in my classroom and often times, “do not appreciate the value or relevance to the classroom.” I know that technology is a weakness for me. It is not a priority in my teaching routine and I know that it needs to change. I am trying my best to work on this! I need to understand the impact of technology on the disciplines I am teaching and how critical it is on the education of my children. Teachers are the primary source of change that can occur in the classroom. It is my job to integrate technology. I know this...
Here are my problems to solve: How do I make it a priority? How do I become proficient enough to teach technology to my children? Where do I find the time in my schedule to educate myself when the demands are so high for me already? How can I integrate it into my already demanding curriculum and course schedules?
This chapter gave me lots to think about.
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