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.

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.