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.