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.
Saturday, March 28, 2009
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.
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