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.
Monday, February 23, 2009
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
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