Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”

Christine Harrington
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”

Most of the chapter, like the rest of the chapters in this TPACK book, were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.

There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.

“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.

As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!

New terms...I.R.E= teacher initiation, student reply, teacher evaluation
B.N.I.E= bid, negotiated, instantiated, evaluation

With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.