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.