TPACKReflections12


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=**Resources**=

[|Educational Technologies] [|Technology Resource Center] [|The ideas behind WEBQUESTS] [|Technology Tutorials] [|Technology integration ideas and guides] [|EduBLOG for integrating technology into the classroom]

=Abstract= Experienced teachers are asked to integrate educational technologies into curriculum-based learning and teaching. Teacher educators are providing the professional development. Professional development of Technological Pedagogical Content Knowledge (TPCK) must be synonymous with content learning development. Teachers are shown that TPCK offers a range of possible instructional practices, and creates a differentiated classroom. Through collaboration with peers, teachers develop an “activity structure” that creates consistency across content learning. There is a full range of digital and nondigital tools and resources available in the taxonomy of TPCK. The tools used in TPCK practices are shared in professional development settings. And adults learners need to have their expertise and experience acknowledged and what they are learning must be connected to that. =**Common Threads**=

**Hold-on!!!!Not Enough Time!!!!!!**
Sam: In my school we are getting better about sharing our technology talents and discoveries with one another (Wii Smart Board, for example). We do not, however, get a ton of time built in to do this kind of work. There always seems to be something more pressing and “important”. In all actuality it always seems to me that our work in the classroom is so devalued that we do not spend nearly enough time developing it.

Mandy: This chapter is very valid in saying that we need to incorporate technology in our lessons, but it is virtually impossible if we are not given the time to reinvent and recreate.

Kelly: Teachers are extremely busy people, but it's imperative to be given the time to work collaboratively with our colleagues to share the knowledge we all have about technology.

**Help!!!!Lack of Support**
Beth: We have no technology support in terms of integration in our district. I find that the lack of technological knowledge a huge hurdle that I am continually trying to jump. It has affected my learning at UMF and will continue to distract me from the content of most courses during my graduate work.

**Hang Together!!!!!!!!!Collaboration**
Carlos: We are also lucky in our district to be able to have a Summer Institute each August where staff members can sign up to learn about a large number of technologies and have opportunities to play with it as well as collaborate with other staff members on ways to use it in their curriculum. The discouraging part is many do not take advantage of this opportunity. It is so rewarding and like I mentioned before with “time,” this is a chance to take time learning and experiencing the technology while collaborating with others! So cool!!!!

**Just Do It !!!!!Application**
TJ: In-service teachers are already using the TPCK model and don’t realize it yet. We need to help them recognize that what they are doing already compliments the TPCK model. If they finally recognize this then they might be more willing to push themselves to dive into technology more, which will better equip students for the future.

Andrea: Therefore, in-service teachers must be persuaded to follow the technological pedagogical content knowledge path of these new technological practices not because they may work better since what they already use in their classrooms is currently pedagogically sound, but because the new technological pedagogical content knowledge practices is what gives answers to the new world paradigm.

Beth W....Chapter 12: TPCK in in-service education

Reading this chapter seemed like a TPCK wrap-up. What teachers need to do is apply what they know about technology and be open and curious about what they don’t. Collaboration is an essential element of success with technology integration. Because we all have different levels of expertise as well as different comfort levels, the idea of working together and sharing best practice is critical. Reviewing the posts of other students was interesting because the common threads were time, support, collaboration and application. These comments or concerns are not new. They are the same concerns that surround new topics, initiatives and learning experiences. As teachers, we do not need to abandon our current teaching styles or practices, we need to be open to how to enhance and support what we already do with the use of technology, when appropriate. Again, for me, what I see working best is the sharing of knowledge between in-service teachers, new teachers, technology integration professionals and most importantly students. They can sometimes be our best source of current technology and a barometer to the pulse of their peers, our students. I find this a very exciting time to be in teaching and am glad to be a part of the 21t century.

SAM In-service teachers are busier than anyone else I know in other careers. Due to the nature of our jobs we can become very involved and leave little time for other ventures. I can say we definitely value “family time”, though. I have digressed a little bit, but my point is about time. Time is the most valuable commodity to teachers, schools, and anyone planning staff development activities.

In my school we are getting better about sharing our technology talents and discoveries with one another (Wii Smart Board, for example). We do not, however, get a ton of time built in to do this kind of work. There always seems to be something more pressing and “important”. In all actuality it always seems to me that our work in the classroom is so devalued that we do not spend nearly enough time developing it.

Alert! It’s soapbox time: I am pretty sure that the most important part of our job is what we do in the classroom. What we teach kids and how we help them develop and grow is paramount. So, why then do we spend so little time working to improve this? Sure, this year we did some literacy work, and two years ago we did differentiation work. The differentiation experience was awful and left a sour taste in the mouths of the staff, and made the much more valuable literacy work an unnecessarily steep uphill battle. The literacy piece included the use of some excellent technology, so it includes much for from TPCK than the half-BEEEEEEPED differentiation work ever did. How much time was wasted on that!? Give us time to work together on improving instruction and higher test scores will follow.

Alright, time to get back on track. There is one point in the chapter where the author talks about experienced teachers and how they plan units, years, and lessons. The author calls this review work, and says that if technology and new ways of thinking work their way into this equation then these teachers will make progress. Doing the same thing year to year is OK as long as the activity is flexible enough to allow for new technologies and ideas. Incorporating the ideas of TPCK would not be a fundamental shift. It would require time to share and time to implement. It is also important to remember that teachers will incorporate technology at a pace in which they feel comfortable. Professional development does not have to be earth shattering it just needs to support and build on the great things teachers already do.

Beth C. In-service teachers at all levels are only going to develop their crafts if they are working in a culture that values the importance of staff development. Unfortunately, in my district, there is little encouragement to develp an environment rich in adult learning. I truly believe that bugetary constraints are an excuse and administrators need to take a look within to find the expertise needed to help teachers grow and improve.

We have no technology support in terms of integration in our district. I find that the lack of technological knowledge a huge hurdle that I am continually trying to jump. It has affected my learning at UMF and will continue to distract me from the content of most courses during my graduate work. I rely on my cohort friends to help me cram so that I can complete assignments, often losing meaningful understanding in the process that often feels so rushed.

I do know that our district is full of younger, more technologically exerienced teachers who, given the time, would be willing to support others. They do not ask for money and need nothing but time to sit informally with colleagues to help bridge the techology gap. I have had conversations with my building principal about reworking our daily schedule so that the need for more in-house staff development is addressed. I have a small group of teachers who are willing to spend time on developing a revised schedule. The idea has been met with resistance and I feel as if I am up against a brick wall....

Mandy Fontaine Chapter 12

As a teacher, the learning never stops. Unfortunately we are not always given the opportunity to foster that learning. Rarely are we given the opportunity to meet with peers to discuss our curriculum and to make changes to integrate new technology. This chapter is very valid in saying that we need to incorporate technology in our lessons, but it is virtually impossible if we are not given the time to reinvent and recreate.

The last line of the chapter states “Experienced teachers learning to develop and apply technological pedagogical content knowledge is an essential aspect of expansion.” The line should be placed across every administrator’s desk. We have many workshops during the course of the year, but very rarely do they bring us something that we find useful and plan to carry out in our classrooms. Our district is notorious for trying something for a year or two, then letting it go. Technology is not something that is going away, but instead improving everyday. We should be embracing these changes and sharing them with our students. Recently a smart board was placed in my classroom. It has brought a great amount of excitement for learning in my classroom. With students who are very hyper active, I am finding that it is helping them stay focused and tuned in on the lessons I am teaching. I find myself constantly wishing I had more time to sit and investigate more ways to enhance my classroom with the use of technology. Professional development is greatly needed in this area. This is top priority if we want students to improve. We may teach the same lessons year after year, but a good teacher recognizes that we are in a new technological era and all lessons need a new twist to keep students up to date with all the aspects of technology.

Kelly Teachers, whether veterans or rookies must be able to plan creative, hands-on, interactive lessons for their students, while at the same time be flexible to the many “things” thrown their way daily. Effective educators need to have some sort of technology integration in their lessons to keep their students motivated and interested. Teachers are extremely busy people, but it's imperative to be given the time to work collaboratively with our colleagues to share the knowledge we all have about technology. In our building we have valuable resources at our fingertips, but lack of time issues are doing a disservice to us all. We need to make an effort to share and showcase the neat technology activities we're doing with our students. This kind of learning should be made a priority! In this chapter the author states that teachers need curriculum-related content knowledge to do their jobs effectively. I believe incorporating technological pedagogical content knowledge into every curriculum can only make your classroom much richer and create an awesome atmosphere for learning. This chapter discusses helping teachers learn how to plan technology-integrated learning activities for their students. It also reminded me to remember that all students learn and process differently and my classroom will be full of different learning styles. I'm always searching for different ways to present my lessons so all students can benefit from the delivery of the content. It's my goal for all my students to meet the standards in ways that match up with their particular learning style. TPCK in in-service education forced me to reflect upon my own planning strategies and opened my eyes up to endless possibilities in an ever changing technological world. 

Sarah This chapter covers what happens and how to make it happen when it comes to teachers using technology in their instruction. While the rest of the book “clearly” explained how to use technology is the content areas and painted a picture of what that would look like, this chapter uses way too many jazz metaphors and outlines a “work in progress” of teachers using technology appropriately, and leaves the reader with the question – will all teachers do this or just stick to what works and has always worked in their classroom In current educational practices, technology is “in” the literature. It is there because research has proven that technology integration helps students learn – effective technology increases students understanding and knowledge of a content area. “. . . a basic definition of technology integration: the pervasive and productive use of educational technologies for purposes of curriculum-based learning and teaching” (p. 252). Technology is used to dive in to the learning of a subject rather than to be more efficient or extend a concept that’s taught without the necessary need for “technology integration.” When professional development is designed for technology integration it needs to include both the content learning and technology – technology should not be taught separate from the content when teachers are being asked to integrate technology into their content teaching. As experienced teachers develop their curricula, the knowledge of pedagogy is stronger due to the experience of working with many students over an extended period of time. Combing content and pedagogy with technology creates a stronger, effective learning structure for students. When working with in-service teachers to develop TPCK, one must consider the experience of the teachers. It may be obvious that some teachers are “stuck” in their way because what has worked from them for many years will continue to work. Students may be “getting the grades” but the work they are doing is not advancing the technology knowledge they will need for the 21st Century. Teachers will need to understand the complex relationships in TPCK to make it successful. To help with that understanding, teachers can rely on the in depth knowledge they have of the content they are teaching. Acknowledging this “perk” will create the channels to addressing TPCK more successfully. Teachers need to have a variety of instructional practices to meet the needs of all learners. As society continues to embrace technology and the tools that are used to communicate, gain knowledge, and share information, teachers must be aware of those “features.” Students will use technology in the future that is not yet created but knowing how to apply current technology effectively will help with that understanding in the future. Knowing the technology that students use is essential when designing technology integrated lessons. As students use the technology they know and know is “current,” then the learning is more meaningful and relevant. In this chapter, the author mentioned research that supported the idea of students choosing the topics they wanted to learn. Knowing what they wanted to learn forces a teacher to design those meaningful and relevant lessons. As teachers design curricula based on student interests, they must do so together. Teachers need to structure activities collaboratively in order to teach actively – consistent instruction across content and/or grade level. This then lead to the technology tool, WebQuests. Writing WebQuests is active professional development (thus practicing active teaching) – teachers are creating an effective “activity structure.” As I have mentioned, TPCK professional development should not be singled out but rather integrated into content “upgrades.” Through the professional development of designing curricula, teachers should be exposed to various technology tools in order to plan for their “meaningful and relevant” content learning. Teachers should also be integrating these technology tools when planning with other grade levels and content areas. Practical use of technology tools should be shared in professional learning settings because “in identifying and sharing activity types, the intention is to help teachers to become aware of the full range of possible curriculum-based learning activity options, and the different ways that digital and nondigital tools support each, so that they can select among, customize, and combine activity types that are well matched to both students’ differentiated learning needs and preferences, and contextual realities. . .” (p. 265). This chapter most appropriately addresses adult learning. Instructional practices should be addressed in an andragogically – “adults need to know why they should learn something, and how, if at all, it will benefit them directly” (p. 267). When adults are being taught, it is important to connect the content to the adults’ experiences and expertise. Adults also want their experiences and expertise acknowledged. Another thing to consider when working with adult learners – in this situation, teachers – is to have them working together on professional development tasks that are “open ended” but are structured with learning standards. Teachers are developing existing practices without changing the expectations of the classroom if they are given the direction to make curricula changes. TPCK is current for classroom instruction and to make it seem relevant, less complicated, and understandable, teachers must be given opportunity to learn it – knowing how to instruct teachers is the start to what happens in the classroom.

Jess James ==== As I read this I had believe that "through collaboration with peers, teachers develop an “activity structure” that creates consistency across content learning.  ", but the collaboration with peers and access to technology is where the problems comes in. I feel confident in using technology and often times I try to integrate various forms where I can into my lessons, but of course it's not always easy. I am thankful though that there is so much online now that was not always there for people, having said that though, I am finding more and more sites that offer resources for teachers at a high price. As for the sites that I do use I find them to be very helpful in my planning. I can find plenty of supplemental activities and creative lessons to add to my curriculum. There are wonderful sites for teachers to connect and bounce ideas off of one another. I find myself asking my colleagues what they did before computers and the internet. Now along with my shelves and shelves of books and resources, I have bookmark after bookmark on every computer that I use.====

====In my building, I feel that I am a technology resource for my coworkers. Often times I will have teachers ask me how to do something on the computer or if I can tell them about a specific site that I used with my class. I even helped to set our school's report card up in a more user friendly format. Every quarter I help a few of the other teachers in my building with entering information into their report cards. I am thankful that I can help them though because they are always helping me and giving me resources to use in my classroom that they have had in their files over the years. I do work with a wonderful staff of veteran teachers who are curious about what I do in my classroom and would love for me to show them what I know and what's out there. Of course, as I'm sure most other teachers would agree, time is the problem. We never have time to connect with each other about matters that are pressing to us. Workshops consist mostly of new initiatives and not so much about getting to talk with other teachers at our grade level about our successes and what we're most proud of that we do with our classes. Each year as I gain more experience, I've come to realize that teachers get really upset about new ideas because so often these new ideas come and go very quickly. Teachers are asked to invest time into things that they have no ownership of and then once they feel some ownership and pride over what they've done, they're on to some new idea before research can be done to prove that what we are doing doesn't work.====

====I believe like many others that technology needs to be interwoven into lessons and not just be a designated "technology" time in our schedules. That is why I do what I can to show my students the various ways that they can use technology in other areas in the curriculum. Access to technology that is out there presents another problem. I would love to have a Smartboard in my classroom, but I do not foresee that happening anytime soon. We do not have the resources nor do we have the money to purchase those for our building. I do the best that I can to compensate for not having what other schools have and I am fortunate to have grown up using technology and also to have a fiance who is in IT for a living. He has really been a help too! What I do not know, he does. He does all that he can to help support whatever project I want to do in my classroom. I can, however, understand how not feeling confident about technology can present are real problem for those teachers who are trying to figure out how to incorporate technology in their classrooms. That is why I have always been their to support my fellow teachers and help them in anyway that I can because I feel that it is my way of helping them in an area that their not so confident in, and as a rather new teacher myself, I could definitely use their help in other areas of curriculum and their support in general! Teaching is not easy, but I'm happy to be doing it!!==== === =Andrea York= === ====I think the mantra among teacher is "just one more thing to do." It seems like that is the theme of staff meetings and workshops. That is why when we have workshops geared toward technology, or anything for that matter, teachers are often found half listening or at least not always fully invested in the learning. This is because they either have not been "hooked" by the technology or they have not seen the applicable purpose for their needs at that time. A good example of this is the new report cards that I assisted the principle in creating by making the workable file for each student. In september the principal asked me to demonstrate how to use this file to the staff. Most were listening or at least appearing to be while others were stating how easy it was and they did not know why they needed to sit through it. Low and behold in November when it was time to fill out the report card almost every single staff member sitting at that meeting was at my door for a refresher. The technology was meaningful to them at that point. this is the way we need to look at all the technology. Teachers need the opportunity to discuss the technology others are using through grade level meetings and other such activities. Teachers just like students need to have skills that are applicable to what they are already doing. They need to see how technology can simplify or at least enhance what they are already doing and not being asked to tech it in isolation. This is ineffective and a waste of time. We all know how precious time is to every singe one of us.====

Stacey “Jazz today, as always in the past, is a matter of thoughtful creation, not mere unaided instinct.” This opening statement kept standing out to me throughout the entire chapter, especially when the author used the jazz analogies. This quote about jazz has a great correlation with in-service teaching. Yes, great in-service teachers need to have great instincts. They need to be able to read their students and understand how they learn effectively as well as their personal interests, but it also requires the “thoughtful creation”. Great teachers need to integrate all of these things while embedding technology and intended curriculum in a creative way. Teachers definitely do not get full credit for all they do. This is a career that is time consuming, stressful, where your mind and body are constantly at work, but has amazing rewards. There are so many of my friends who are not in the teaching profession that say, “you do not get paid enough for all you do” and although I feel they are very correct, it is an amazing career and I truly love what I do. Our job is literally never done. How I can teach a lesson and reach all of my learners and their different learning styles as well as how to integrate technology is on my mind constantly. I am not even going to get going on about the other duties that are pressed upon us in a day as well. In-service teachers have a duty to their students to have their best interests first and to keep learning, innovative, creative and interactive to help them become successful in their daily learning. Integrating technology successfully into this equation is what makes a teacher stand head and shoulders above the rest. The common factor that comes up for me in both this chapter and 11 is time. As the old saying goes, “there are not enough hours in a day.” The continuously added demands on in-service teachers is more than anyone can complete in a days time. It seems like since I began teaching nine years ago till now, the demands have become not only more in number but intensity as well. The “to-do” list is always a mile long, filled with duties that seem impossible to complete. Then to have to add creative thinking of integrating technology into that. I am playing devil's advocate here when I say this only because I feel that finding useful, innovative and creative ways to integrate technology into my curriculum is at the top of my list, but unfortunately for many veteran staff that is not always the case, which causes some friction at times. Our building has an abundance of technology as well as staff that have worked with these different technologies and are always willing and available to help. Unfortunately, many do not take advantage. It seems like most complain that “it's one more thing to do” and refuse to put in the effort. What they have been doing seems to work, so why change. Sad way to think, in my opinion. We are also lucky in our district to be able to have a Summer Institute each August where staff members can sign up to learn about a large number of technologies and have opportunities to play with it as well as collaborate with other staff members on ways to use it in their curriculum. The discouraging part is many do not take advantage of this opportunity. It is so rewarding and like I mentioned before with “time,” this is a chance to take time learning and experiencing the technology while collaborating with others! So cool!!!! In conclusion, it is our duty as teachers, in this ever changing profession, to work continuously to find innovative and creative ways to entice and help guide our students to success through the intended curriculum. “May the force be with you.”

Thomas J. Plourde Chapter 12 In-service teachers and TPCK

In-service teachers are already using the TPCK model and don’t realize it yet. We need to help them recognize that what they are doing already compliments the TPCK model. If they finally recognize this then they might be more willing to push themselves to dive into technology more, which will better equip students for the future. This chapter brings up a great point that teachers are more willing to pursue new things if it comes from within verses an external force. Teachers are human and most humans want to explore thins that seem important to them individually. My professional learning community that I facilitate I my school is driven by individual needs and wants. The members of my learning group wants to improve pedagogy, but on their own terms. They don’t want the administration to dictate what they need to do. This took the administration about two years to figure out that professional development should be teacher driven. The sharing of classroom technology in the professional learning communities has helped teachers incorporate new methods into their classrooms. Students are becoming more technologically inclined, which has improved student motivation and achievement. Teachers need this type of conversation and sharing to force them out of their comfort zone. All schools should have a formal forum, like a professional learning community, to help in-service teachers feel comfortable to try new methods. Also, sharing new technology in a small group helps teachers determine what works and what dose not work. Having a wide verity of teaching methods gives teachers the choice to determine what works for them. I am concerned that teachers are being forced to try things, which discourages them from wanting to improve. Teachers are already doing too much, and the too much is not what they want. Give the teachers a choice, or let them feel that it is their choice and they may be more willing to learn new things.

Chapter 12 Jocelyn Webb I do believe it is hard to teach an old dog new tricks. However, since we are all teachers I believe we love to learn new things. That being said it is very time consuming for teachers to create new plans integrating technology all the time. In my math class I have made a great effort this year to show students how to use their graphing calculators more efficiently. I'm not sure it has made a huge difference either for the good or the bad, but they do know how to use them more effectively.

The other issue I have at our school is we do little workshops to help us integrate technology in our classes which is great. I then go to implement one of them and the computer carts aren't available, the network is down, or students have noway of working on it outside of school and they have no study halls. There just always seems to be something that goes wrong without fail.

For me it is not the use of technology that hard or scary. I just get so frustrated when nothing goes correctly and I end up wasting 1/2 a class. I then have to do it the old way anyhow. I am sure as the technology improves at the school this will be unusual instead of the norm.

I am going to try an do what I can with technology and not worry about the rest. I get great ideas from others all the time - but they can not be integrated overnight or in one year. I will do it overtime - otherwise I feel like I'm doing it just to say I am.

Jodi

[|TPCK ch. 12: In-Service Teachers]
As an in-service teacher, I find that most of our professional development days are wasted. We spend a lot of time in meetings with colleagues that turn into gripe sessions, we spend some time analyzing date (or pretending to because nobody really knows what to do with it), and the rest of the time we spend eating!!!! A few years ago, my district paid for Connie Manter to work with staff on developing thematic units (much like we're doing in this class). I loved it! I actually came out of that year with 5 usable units! That was the one and only year that I felt my time was well spent on those days. I would love to see more professional development time for incorporating technology into our classrooms. We wouldn't even necessarily have to pay anyone to come in. I'm positive that there are many people in-district who would be willing to share their knowledge of technology with the rest of us, and we would appreciate it too! Our time is very valuable, and it angers me when I could be doing something useful, and instead I'm listening to people complain about things that can't be changed. Technology is ever-changing, and it's important to keep up on it. I wish we could use our time more wisely! I think the only way to move forward in education is through technology, and right now I feel like many are stagnating!

Carlos Ochoa


 * Reflection Chapter 12**

TPCK in In-Service Education Assisting Experienced Teachers’ “Planned Improvisations”

Once again chapter 12 makes me think that the task of adding technology to the educational curriculum is a wicked one. Once again, I also make a mental inventory of where my teaching curriculum of world languages is at in terms of TPCK. The chapter says that “teachers are turning to tools like presentation software, resources like student-friendly information sources on the Internet, and management tools like school-wide data systems to support and improve upon their existing practices…McCormick and Scrishaw (2001) label these currently predominant uses for information and communication technologies as ‘efficiency aids’ and ‘extension devices,’ differentiating from ‘transformative devices’"( Handbook of TPCK for Educators, p. 252-253). I feel that this quote defines very well the educational pedagogical situation of many educators in terms of trying to give answers to the technological demands students require for the 21st century. When I first started my masters in education, my belief in an educational philosophy was very different in the sense of what and who should dictate what needs to be included in the curriculum. My position had come as a reaction of learning that the Industrial Revolution had created the model that we are currently under because it has been producing individuals that are trained to execute tasks in order to earn rewards, praises, ribbons, or prizes. This type of educational model creates individuals that lack the intrinsic motivation to prepare them to think of solutions for their future. The old model has as one of its aims, keeping the old status quo by having individuals join the task-based working forces and defend it. I have struggled with this as an educator, and have reconciled this understanding with the idea that, at least, I have contributed to getting the kids trained and hopefully this will help them to earn their livelihoods. However, what is coming for the future generations is more challenging. The world is getting smaller by being more connected in this virtual world of the Internet. So, part of the training kids need to get in schools is at this digital level, learning the tasks required by this new paradigm. I think it is us, educators, who are creating a bottle neck effect in educational pedagogical terms because we are too slow to keep up with the new technological pedagogical demand. The chapter talks about jazz and how musicians improvise as they play their instruments. However, it is a sort of fake improvisation. Jazz musicians base their playing performance in the old knowledge of musical abilities. So, the challenge for in-service educators is to take that old pedagogical knowledge, and add these new technological riffs, and make something fresh to challenge students in the classroom. Technology seems to add the inquiring element that students need in order to be challenged, and who want to intrinsically learn. For example, the pedagogical model of project-based learning gives students the opportunity to have goals to accomplish. Students gear all their energy and efforts to solve issues, and create products for their solutions. However, this type of education requires of teachers to be more creative, and it is more time-consuming. Therefore, in-service teachers must be persuaded to follow the technological pedagogical content knowledge path of these new technological practices not because they may work better since what they already use in their classrooms is currently pedagogically sound, but because the new technological pedagogical content knowledge practices is what gives answers to the new world paradigm.

Joyce Elliott Chapter 12 Reflection

In this chapter I learned how educators can “assist” with integrating educational technologies into curriculum. Teachers need content knowledge. Teaching knowledge is also necessary, which includes “how” to select activities that assist learners. Many teachers recognize that technology is an effective type of pedagogical content knowledge. They want to integrate educational technologies into their instruction. There are several different ways to get people on board, whole group question and answer, and earning academic credits might be effective. Differentiating by curriculum area is one way teachers can function as designers of curriculum in an effective way. This approach to professional development in TPCK uses time efficiently. Adults do respond best to learning technology if past experience can be used in learning. I feel that is why I have been so invested in adding technology to my curriculum. Adults want both scaffolding and authentic learning. They will decide the relative advantage of adding educational technologies. I am excited about TPCK because it was presented to me andragogically rather than pedagogically.

Meadow So I have sort of a running commentary on how each chapter is written, so I might as well continue. 1. While I like jazz music, the analogies can be distracting. 2. Some sentences are wordy. An example follows: “It is important to note that technological pedagogical content knowledge (TPCK) is interdependent with content, pedagogical, and technological knowledge; and also pedagogical content, technological content, and technological pedagogical content knowledge, as Koeler and Mishra’s diagram and explanations in Chapter 1 show.” Wordy may not be the word I’m looking for. Redundant may be better. It is stated that TPCK “probably develops more quickly for a seasoned educator than for a teaching intern.” I agree with this statement. It may be true that “seasoned” educators can learn quickly, but they are not given enough time to do so. Even those who learn at a more rapid rate than others, aren’t likely to spend a great deal of time learning new technologies and strategies. I believe this is why we still find many veteran educators balking at the use of technology. I feel like as an in service teacher I have a responsibility to use technology in my classroom. Sometimes I fear that using technology detracts from content as students spend so much time learning the technology with which they will present their content. While this fear is realistic, I know (or at least hope) I utilize technology in meaningful ways. I have students who hate technology. They find it unreliable and a waste of time. It’s hard to engage these students by using technology, so it the use of technology is not to motivate these students. What does motivate them is choice. The chapter mentions a BNIE structure and ritualizing activities to help students develop. This is key, but it takes a great deal of organization to ritualize multiple activities for students to choose from. I want more time to work with my colleagues so we can create thoughtful and meaningful learning opportunities for our students.

Roxanne Chapter 12 TPCK in in-service education assisting experienced teachers’ “planned improvisations.”

It is interesting how the chapter compared teaching by an experienced educator to a rhythmic performance that is well planned, creative and carefully tuned. It is truly a symphony of many facets with a beat that can be played differently by many educators. Because of the many differences, how can we design one plan to integrate technology? It is truly a jazz dance that needs to be performed by educators on their own terms. Along with following ones rhythm terms educators need to understand that technology should not be used as just an “efficiency aid” or “extension devices”. Technology needs to be an integrated piece of learning not something that is separate from the whole. So yes, we do need “lead sheets” to help us along our way. Someone to read the sheets, explore and learn the notes and distribute the dance to us in a meaningful way. Our traditional ways are holding very strong and we need a guide to help us find a balance. This must start with the upper administration with changes to the curriculum. Until then, I feel that many schools with stay at the “efficiency aid” or “extension devices” model. That is all we have time for. Along with these thoughts, I think the guide needs to follow an autonomous and collaborative instructional decision-making model. I agree that adults need to know the why and how it will benefit them directly. They want an open-minded learning experience not a hard driven sort of structure. With this flexible scaffolding of authentic purpose new information will be accepted and experienced.

Alison Prescott

TPCK Chapter 12 Chapter 12 has a lot of information that I feel I am looking at a bit differently after reading the entire book. There was a time when I felt that the school districts should allow in-service times to allow teachers time to learn more about the different technologies that are available at the school. Now I am wondering if that would be as helpful as many teachers think it would be. I believe that it would be hard for schools to address all the types of software that are available to every teacher. I think that teachers would become overwhelmed with the information. Perhaps the best use of that time would be to have teachers explore programs on their own. This would allow them to focus in on a program that they feel would be most advantageous to their classroom rather than spending time exploring a program that would not be as useful. There are so many ways to learn about technological uses just by going onto the Internet and surfing around. The other benefit about doing this is that you may find another program that is even better suited to you and your students needs! There are videos that show teachers using technologies in various ways. Ways that truly deepen student’s understandings, and help teachers wrap their minds around how it all works. I believe that the most difficult thing for teachers to do is to make sure their use of technology is enhancing learning and is not just the icing on the cake. One thing that I think is difficult for first and second grade teachers to understand is that we are building the foundation for our students use of technology. We will not always be able to integrate technology into our curriculum so that is enhancing their learning. Oftentimes it is just going to be a lesson in how to navigate. Hopefully we will embed it as much as possible into our curriculum, but we have to be able to let ourselves take the time to teach the basics. You don’t learn to read by picking up a chapter book the first time. We cannot expect our students to jump right into technology without the base to make it become the learning tool it is designed to be. We also need to remember that whenever we think we know how a program works, it will change and we will be learning right along side our students. Be open and try!