TPACKReflections11


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Beth Clarke
 * ABSTRACT**

Technology is rapidly becoming an integral part of 21st Century teaching. As future citizens must work and continue to learn using technologies, it has become and will continue to be the responsibility of teachers to integrate technology into the curriculum. Because of this paradigm shift, preservice teachers learning to design instruction must also have courses that include the teaching of relevant and emerging technologies. A new teachers' knowledge of content and pedagogy is no longer enough to ensure student success. He or she must also be prepared to decide when, where and how technology will support learning. Technology is always changing, and teachers (in order to remain effective) need to stay at least one step ahead.
 * COMMON THREADS**

College professors (those instructing pre-service teachers) should be even further ahead in order to model for their students.

Teachers need to be risk-takers, and be able to adapt to the ever-changing environment.

Teachers must continue to learn from each other. We must also learn from our students as they are the (digital natives).

Provide a foundation upon which teachers and students can continue to build (teaching AND tech.)

Classroom experience in a pre-service program is crucial (UMF does quite well with this).

Mentoring new and pre-service teachers should incorporate the entire TPCK model.

Time is a major issue with everything in education, and technology is definitely no exception.

Couple technology with content for maximum effect.

__**Useful and/or Informative Resources**__

http://newmediaworkshops.com/telblog/2006/01/69

http://www.thejournal.com/articles/14110

http://www.ericdigests.org/1996-3/infusing.htm

http://www.eric.ed.gov/ERICWebPortal/custom/portlets/recordDetails/detailmini.jsp?_nfpb=true&_&ERICExtSearch_SearchValue_0=ED475944&ERICExtSearch_SearchType_0=no&accno=ED475944

http://jc-schools.net/tutorials/classroom/management.htm

http://www.nelliemuller.com/effectiveclassroommanagementstrategiesfortechnology.htm

[|http://challengingeducation.blogspot.com] (Johanna's blog)

[].(Turkey Prof.)

[]

http://mltiolc.wordpress.com/

**Sarah**

TPCK – Chapter 11 - //Guiding preservice teachers in developing TPCK// Currently The Leadership School (TLS) is pursuing a partnership with USM and their ETEP program. This chapter was clear in its expectations of preservice teachers and supports much of what TLS hopes to design with the ETEP program. The strategies and instructional tools outlined were right on and clear, and most importantly, relevant to the education process of learners – learners of educational practices. The beginning of the chapter highlights the fact that for a teacher to be an effective educator then one must know their students, and the students’ community, family, and learning styles. TLS’s vision is focused on Maine students and the whole learning of a child, hence the focus on character education. While we do wireless Internet to support technology, this chapter had me think about the possibilities of what technology looks like in character education. After all, we do talk about cyber bullying in our decisions curriculum. Putting Type I technology aside, to have that integration of technology and character education would bring our program to a level that creates more accessibility, continued work once students are back in the classroom, and prepares students for the “real world” of relationships in an electronic environment. At TLS we want to “provide a foundation upon which preservice teachers build their developing knowledge about teaching and learning’ (p. 226). While thinking about technology in this capacity, it will be apparent that we will need to offer “opportunities to. . . [develop] ways of thinking for teaching with technology” (p. 227). I believe that TLS is strong in developing ways of thinking for current teaching practices – whether that be in TLS classrooms or partner schools’ classrooms. Another focus of this chapter was communication. Communication is part of TLS’s curriculum. To use technology tools effectively helps with communication. For a student not to communicate by using technology is hard as this is the way they know. When mail went from mailbox to mailbox and not pony express, that must have been a culture change! But as we learn about communicating using technology we are also learning the proper way to do it – just like those who are 25 and older learned how to write a friendly letter. There are proper ways to write emails depending on the recipient. Effective communication is clearly a need in a digital world. Part of the internship program at TLS requires students to observe TLS teachers. This observation then evolves into working with a TLS teacher to teach a class. Observations are certainly important but only if a student can reflect on those observations, create a lesson, implement that lesson, reflect, and then teach again to make the experience full circle. This also gives experience to the planning process of lessons, units, etc. It’s experiences and there outcomes that let a teacher know what to expect and what should be expected of students. After teaching for seven years, Backward Design is clear to me than if I had had to do it when I first started teaching. An ah-ha in this chapter for me was the necessity to have students know basic technology skills before they use a higher level technology skill in learning content knowledge. This makes sense because that is what works for me. To know what I am capable of as a learner strengthens my interaction with learners.

Beth W  Chapter11: Guiding preservice teachers in developing TPCK

Good old John Dewey!!!! You can always count on him for words of wisdom. If you work in building of 70 or more teachers of various ages and energies (I say “energies” because that is what it takes to be an effective teacher) you see the spectrum of teaching styles. You have teachers who teach the same way they taught for 15 years, or more and teachers who are incredibly innovative and will try anything, some who are new to teaching and some who are just willing to take a risk. The new definition of knowledge as,” the amount of information necessary to function and achieve goals; the capacity to make information from data and to transform it into useful and meaningful information; the capacity with which one thinks creatively, interprets and acts; and an attitude that makes people want to think, interpret and act” clearly moves years away from the old “memorize and regurgitate” model of teaching and learning, still being taught in some classrooms. As much as methods preparation classes need to incorporate TPCK as a way of presenting curriculum, the hope would be that as teachers come up through the educational system they will be familiar with and use 21st century technologies with a confidence and expertise superior to that with which they have been taught. Hopefully, staying abreast of new technologies will not be as cumbersome as learning the technologies as you teach them. Field experiences are not just essential for preservice teachers to practice and understand the importance of planning, preparing and delivery of curriculum, but it is many times an optimum opportunity for practicing teachers to be introduced to new technologies and their integration into lessons. We must continue to learn from each other, teachers from teachers, and teachers from students. There is so much to keep up with, we have to collaborate and share knowledge on an ongoing basis. _ Kelly Chapter 11 – Guiding preservice teachers in developing TPCK I am whole heartedly in agreement that the preparation of teachers must be moving toward educating them to deliver their curriculum with the appropriate technologies. Many students are already entering classrooms having had the opportunities to experiment with different technologies. For those students we must be capable of extending their knowledge and teach them new and exciting things. For the students who haven't had any exposure to technology it's crucial to provide rich experiences for them to become familiar with technology and feel comfortable utilizing various forms. There are times in the classroom when my students teach me something new when using technology. Technology has always been a part of their life, it's an integral piece of their learning. They are the digital natives and will continue to be immersed in numerous technologies. I continue to be a self-learner everyday in the area of technology. Currently my worst enemy is time. Finding the time to sit down and explore various programs can be very challenging and overwhelming. Many times I feel frustrated and insecure about my abilities to understand and use the computer. I strongly believe if a teachers' technological pedagogical content knowledge is limited then a disservice is being done to those students. Margaret L. Niess points out that tomorrow's teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt. After reading that statement I had an “ah-ha” moment because that's so true when it comes to technology and I could relate to all those different ways of learning and processing. Technology equipment, programs, and software are updated everyday. Just when I feel pretty good and confident about a piece of technology something newer comes along and we're asked to put away the old and use the new. I think it's crucial to not only know how to effectively incorporate technology into the curriculum, but it's equally as important to comprehend how to assess your students' learning with technology.

Thomas J. Plourde Chapter 11 TPCK Guiding pre-service teachers in developing TPCK Preparing teachers using the TPCK model will prepare our students of tomorrow in all areas. (Content, Pedagogy, and technology) Universities and colleges are attempting to prepare our incoming teachers but fail to give them enough practice in the classroom. The University of Maine at Farmington students is the exception; the teachers that are coming to education are greatly prepared and practiced prior to the first employment. I have had student teachers from area colleges that are not as well versed in technology integration. When incoming teachers enter their first employment they should continue to have an active mentoring process that guides them through the first couple years of teaching students. The guidelines should directly impact technology integration as well as the content, and pedagogy. Methods courses for pre-service teachers should also be mandatory with mentor teachers to navigate them through the challenges of TPCK. The TPCK model is easy to understand if colleagues have conversations to utilize it. This enhances multicultural sensitivity, and enhances learning experiences for all students. The TPCK model can also be the guidelines for Planning and design instruction to integrate the appropriate amount of technology into unit plans and lessons. This chapter also incorporates many different instructional strategies that can be utilized by pre-service teacher instruction. Many of these instructions are currently being taught but have little or no connection to technology. This chapter identifies these strategies and places them easily into the TPCK model. I am very impressed with the connections this chapter has made and I am in the process of creating the possibility of a pre-service teaching experience in my district. This also should be used in many of the professional development opportunities in my district. I am possibly going to be an administrator in the near future and intend to use the TPCK model to mentor teachers, new and old.

Mandy Fontaine

Chapter 11 TPCK

In the beginning of the chapter I was thinking back to my undergraduate studies. There was only one technology class in the entire four years of my program. This is very different than the way we are currently completing our Masters program. Technology changes greatly every day and it is important that teachers keep one step ahead. The resources available, but there never seems to be enough professional development time to allow teachers the opportunity to really explore. In the book it is said that “planning lessons relies on knowledge of effective instructional strategies that meet specific student learning needs and considers how to integrate technology that effectively guides students in learning.” (pg 227) This statement should be sent to administrators all over. In order to be effective we need time. I am sure I could create wonderfully exciting technology based lessons if given the proper amount of time. Technology is an important part of our world and we need to foster students' learning so that they are adequately prepared for the world. In my class, technology is slowly coming along. Recently a smartboard was added to my classroom. Each day lesson planning has taken longer as I work to find lessons that will adequately integrate interactive lessons and keep the attention of the students. I have noticed that since the day I got this board my students have before much more engaged in the lessons and are more likely to respond to probing questions. They jump at the opportunity to answer questions in hope that they will be able to actually use the board. This new addition has also helped me slow down as a teacher and explain more about technology to my students. The class is beginning to become more comfortable with the computer and are eager to explore on their own. This is the way society is going and I think we as teachers need all the opportunities possibly to embrace this change in the technological world.

Sam
TPCK – Ch. 11 Guiding Preservice Teachers

I could not even get past the opening quote from John Dewey before I wanted to begin writing. “If we teach today as we taught yesterday, then we rob our children of tomorrow.” This quote is insanely perfect for TPCK. Obviously in Dewey’s time they did not have the technological advancements that we have today. But, today teachers do still teach the way they were taught or the same way they taught 35 years ago. I understand this because I am trying to transition from the way I was taught to a method that prepares students for the future. Admittedly I am not very far removed from high school, but know that things have already changed a lot since then.

One thing I do like about TPCK is that it does not discount content knowledge. Content knowledge used to be sufficient to teach a given subject. We are still required to take PRAXIS exams that test content knowledge. However, content is seemingly less important than preparing kids for the crazy technological world that awaits them. As I said TPCK includes content knowledge, which is a good thing because if we abandon this idea then we are all just spinning our wheels in the same direction with no direction (that sounds funny, but ponder for a little while and you will see).

While an undergrad at UMF I took one technology course. This one course was weak, at best. I do not use anything or know anything today that I didn’t know before I took the course. In all honesty, for me, it was a waste of credits on my schedule. I would have loved some //advanced// educational technology courses. This is one area about the Master’s program that I am excited about. Part of me wishes I decided on technology as a concentration as this will benefit me more presently.

I have had practicums and student teachers from UMF and they seem to be much better prepared for using technology in the classroom than I was at their individual stages. I am glad to see this, and assume that steps have been taken in the undergraduate program to facilitate this kind of change. Undergraduates should role-play and practice a lot of different strategies and ways to use technology in the classroom. Using technology as a feather in a cap or a pin on your blouse is no way to better the educational experience of your students. Teachers (and teacher trainers) need to immerse students in technology. It should be an integral part of the class not an add on that looks pretty but is not part of the structure.

I am big into quotes and this one by Abraham Maslow sums up nicely my feelings on a lot of educational issues: “If the only tool you have is a hammer, you tend to see every problem as a nail.” This applies to teaching strategies, classroom management, literacy practices, and technology use. Great quote.

Meadow Before I begin I just want to say that I love the way the inspirational quotations are dispersed throughout this TPCK Chapter.

I’ve been pondering ideas revolving around technology and preservice education a great deal. Many people become teachers because they are successful in school. They carry their successes with them, and sometimes wear them on their sleeves. Because these preservice educators were successful with a traditional approach to education, they are likely going to model their own teaching in the same way. I fear that these preservice educators will push technology to the side and continue teaching in the same way that people have been teaching for the last two hundred years.

We’re so lucky to have UMF so close. I feel like UMF has certainly come a long way embedding technology in their program since I completed my undergrad. That being said, as a mentor teacher, I have yet to see a huge push coming from my student teachers and practicum teachers as far as technology is concerned. I know that the knowledge is there, but I feel that the student teachers and practicum students I’ve had have been using technology for their own learning rather than that of my students. I’m surprised that they haven’t come to me with new and fabulous ways of embedding technology into their lessons. Perhaps it is because I haven’t had a student teacher this year.

It is my own colleagues at the high school who have been pushing the envelope and sharing tools and strategies connected to technology. I have been so impressed with the technology that has been shared by my colleagues.

Jocelyn Webb

The TPCK book has opened my eyes to several things I hadn't given much thought. I often view technology use in the classroom as trying to make things fun with out a lot of learning going on. After reading the book and seeing some of the projects my peers have done I may have changed my mind slightly. I like technology but I freely admit I am a paper and pencil girl. I am often afraid students are going to forget how to communicate without a computer or some other type of technology. I am beginning to see that technology can be used to create/show a deep understanding of the subject matter. I also know it is the way the world is headed so there is really no choice. Students are going to need to know so many things about a variety of technologies when they leave high school whether they are going to college or work. Why not get students comfortable with technology while teaching them content? It is very important for pre-service teachers to learn all they can about different technologies and how to use them affectively. My practicum students and student teachers are always showing me something new. They are not all always usable for me but many are. It is important to stay up with the times before you get so far it seems an impossible feat to join it. I think that technology can be used to motivate the unmotivated as well as be used in successfully in the learning process. When students own a project they tend to go a lot further to make it better and enhance it. Many of the programs give students options to be creative, inventive, and probing where they otherwise might give up. An important piece to keeping the technology integration going is teachers getting together with teachers. When I see what others are doing it inspires me to try something new. I get excited about a new idea and am more inclined to actually do it. When I get out on my own I sometimes go back to what I am comfortable with due to time constraints.

Stacey It is imperative that preservice teachers gain knowledge not only in technology but in how to use technology in all contents to enhance the curriculum to improve student knowledge and understanding. In the last year, in taking graduate classes and with having a few students teachers, I have seen such a shift in the way preservice teachers are prepared for this profession. I remember when I was attending UMF as an undergraduate, which is not all that long ago, there was very little technology incorporated in any classes nor was their training and understanding taught to us as preservice teachers on how to use that in the classroom. The american culture has definitely taken a huge leap when it comes to technologies and it would be a disservice to preservice teachers if we didn't prepare them for these endless possibilities. At this point in my career, I feel that I am pretty competent when it comes to using different technologies but that is only due to the fact that I have a passion for it. What gets in my way of becoming even more affluent with technologies is the time to search, explore and understand. I feel that there are so many constant demands in our regular day and then to have a family on top of that, plus now graduate school, it is virtually impossible for me to explore and experiment with technologies as much as I would LOVE to. Part of me is a little bitter about that, but I am learning new things all of the time and I keep telling myself that someday I will have a little more time to do the extra stuff. I love the point that this author, Margaret Niess made when she talks about the fact that preservice teachers need to exposed to TPCK through their methods courses to prepare for this career so they are fluent with it. In just learning about TPCK and reading this book, I feel like I have a greater knowledge of how to enhance and think about my curriculum. The other piece of this chapter that I liked was the fact that she mentions the issue of the integration of technology and classroom management. Being around administration and other professional teachers that didn't grow up with all these technologies, it is hard for many of them to take the change in dynamics of a classroom actively working with computers and communicating from those sitting at desks in rows, quietly working. I am seeing there is starting to be more of an acceptance, but for many it is still difficult. I loved that Margaret Niess discusses that just because a classroom is moving, communicating, doesn't mean everyone is off task. We want students to do these things effectively and it does take a good teacher to focus on the desirable behaviors to create a well managed work environment.

Laurie

Chapter 11-Guiding Preservice teachers in developing TPCK I have sat in technology based workshops with teachers from various sending districts who simply refuse to learn new technologies unless they are absolutely forced to do so. They whine and complain. I remember feeling fearful of all of the up and coming techno tools. It can be very scary. I am thrilled that it is a recognized fact that the preparation of our future teachers needs to ensure that they are enmeshed in technological training. I truly believe that this ongoing, crucial professional development needs to be mandatory for every teacher who is lacking the necessary skills to offer our 21st century scholars what they need to succeed in this digital age. Margaret L. Neiss realized the importance of rethinking what we have been taught as difficult and challenging that they may be and getting out of our comfort zone. We, as educators need to be open minded so that change will not be a resistant thing but sometimes a welcomed thing. Regardless, when it comes to technological advancements and teachers being qualified to teach it--the time is NOW. Content, Pedagogy and technology is now the emphasis and I remember a U.M.F. professor who taught us the backward approach to teaching a thematic approach to math. That was the most valuable methods class that I took in the four years as a student there. I did not have very much in the way of computer training classes. I remember that the one that I did take concentrated on us reviewing software and to be honest I did not get a lot of that class. I agreed with the author also about "on task vs. off task" because it is during the most busy,hubbubby time in my room that we are learning the most effectively. This would be during center time and during laptop time with the fifth graders. Technology is integrated in centers and the self-motivation and enthusiasm during this time gets the voices up a bit and the room becomes a lot noisier than usual. I have always been blessed to know the difference between productive noise and non-productive thanks to my student teaching mentor, Mrs. Joyce Elliott--thanks Joyce for teaching me how to change with the times, not sweat the small stuff and to know that noise is okay and fun is better--I couldn't have asked for a better teacher leader. I also agree with others--it was nice to read John Dewey's words of educational wisdom!

Jess James

Oops! Posted this on my blog first! Well here it is on the wiki... Chapter 11: Preservice Teachers

I believe that new teachers will come into the field with even more knowledge about how to integrate technology into their classrooms. I think that they will come with some possible old fashioned ways of teaching, but I also feel that novice teachers will take their own experiences in school and update those experiences for their own students. For example when teachers use picture books as part of their lessons they might choose to read them in traditional read aloud format, but they might extend the lesson later on to include an online version of the story or a kidpix rewrite of the story. There are limitless possibilities when using various forms of technology and I know that students today are going to have many more experiences with them from the teachers coming into the field.

Using technology in the classroom can be an enriching experience for students and teachers. The problem that will always present itself in considering technology integration is access to technology. Every school is different with regard to access to various forms of technology. I am optimistic that teachers will find a way to make teaching and learning with technology possible.

==The world around us is changing everyday. This includes the world of education. When I was in school I was amazed by the technology we had. We were lucky because we had a computer lab with Apple IIe's, ( the internet was unheard of)! This was new technology for the teachers at my school. Looking back I can see that they were both excited and nervous with this new technology. They knew it was valuable but weren't really sure how or why. Unfortunately over the years many of the teachers in education are still stuck in this way of thinking. They know there is power in the equipment but are either scared of it or unsure of how to use it effectively. They think of technology as an addition to the curriculum instead of a tool to assist in teaching and expounding the current curriculum. == ==The fact that the world in changing so very rapidly almost daily has lead teachers to evolve along with it. Many veteran teachers are deciding to leave the profession because they are finding it difficult to keep up with these changes. The best and most effective way colleges can help preservice teachers is to give them the skills to analyze technologies and be able to implement them into their teaching in a clear and effective manner. Preservice teachers as well as teachers who are currently in the profession need to be taught not only how to utilize the technologies of today but also to have the skills to evaluate and implement the technologies of the future.== ==Preservice teachers and teachers (like us) who are choosing to continue their education need to be taught how to be leaders and models not only for their students but also for the other staff members who may not be so tech savvy. We need to work together to create the very best educational environment possible. This is imperative if we are going to prepare our students for the future and give them the 21st century skills necessary.==

Carlos Ochoa

Reflection Chapter 11

Guiding Preservice Teachers in Developing TPCK

As I read this chapter, I could not help it, but to think of Darwin’s theory of the survival of the fittest. But, it’s the fittest the creature that looks the strongest and meanest or the one that can transform and adapt to the changing environment. In the 19th century, Henry Ford created the first combustion engine, which proved to be more efficient, powerful and reliable than previous machines were. However like everything in this world, it seems that it is time for the fossil fuel engine to give way to something else. Though, we are still not quite sure in what shape or form it should come, but we all seem to agree that there is a need for change out there. So, if life is about transformation and moving forward, why do we, educators, seem to believe that education has arrived, and there is no need to adapt to the demands established by the environment we teach in? It is obvious to anyone who has a pulse that the work place is run by digital technologies, and the demand is there for the future generations to give answer to such demand for technology. However, educators are becoming a paradox. One the one hand, we require of our pupils to be opened minded, creative, flexible, and adaptable to the new changes, but on the other, we choose the easy way out by following the road of worksheets, paper and pencil activities. Teaching with technology is a demanding difficult task for educators. It requires thinking outside the box and leaving our comfort zone. It seems that it is the job of teacher educators to guide pre-service and in-service teachers on ways that demonstrate how to take the old "PCK" and add that "T" to the good old educational brew. I like to take a page from John Dewey in which he discusses the attitude of progressive teachers who want to be completely divorced from the traditional ways of educating. He warms progressive educators not to be quick to assume that any old teaching practice lacks sound pedagogical knowledge and practices. However by the same token, just because it is a new pedagogical practice, it does not mean that it is better. Dewey loves to talk about educational growth, but growth towards what. He advices that it is better to take from the past experiences, and use them as a jumping board to propel us into the future of teaching. The affordances of digital technologies are so amazing and versatile, but while teaching any curricular subject, it would amount to entertainment if they are not grounded in sound pedagogical content knowledge. Henry Ford could have never been able to dream the design of combustion engine if others before him would not have come and think of the basis for the steam engine.

Jodi

[|TPCK ch. 11: Preservice Teachers]
I remember when I was working on my Bachelor's Degree and training to be a teacher. It really wasn't all that long ago, but it seems like forever ago. It was so exciting to learn about the latest and greatest teaching methods and technology. When I graduated, I felt like I was completely prepared to tackle any classroom they could give me. What I realize now is that I didn't know much! It was no fault of the university or myself. It was simply an issue of the times. Things change so much in education that it is almost impossible to keep up with. Then, throw in technology and you're doomed!!! I don't think there is any way to truly prepare preservice teachers for the job ahead of them. Every day is a new experience with new things learned. Teaching really is learning! Luckily, I think that anyone who has chosen teaching as their profession is probably pretty open-minded and willing to try anything once! It's this skill that will aid them in learning to incorporate technology into their classrooms. Teachers are, I think, risk-takers by nature. If we weren't, we wouldn't survive in the classroom for long. Although it's important to prepare preservice teachers as best we can, we can never prepare them for everything!

Roxanne Guiding preservice teachers in developing TPCK – 11

WOW, how do you instruct a new teacher about all the facets she or he needs to hold as an educator in order to be the best for their students? I don’t know if there is an answer for such a question. There are so many pieces to a teacher’s job that, if explained, would scare any logical human away from the career of teaching. Either that, or they are crazy. But we need those crazy people and I guess I am one of them. Each year we learn, process and implement. It doesn’t get any easier because things have a habit of changing, and as we have learned, teachers need to be up on all the latest and greatest methods in order to keep up with the times. Not only reading, writing and arithmetic but also technology…. and this is where the interest is for most students. Technology is one discipline that never stays the same. When you think you are finally getting it all, something changes. I think the biggest AHH that I learned from this book is just how generous technology can be as a resource of information and as a wonderful bridging between cultures. The resources I have investigated have been very productive and I can’t wait to share them with my peers. As far as the bringing together cultures, this could be the answer to so many problems in the world. It is a coming together to understand differences. I think this statement sums it all, “Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt.” If this is not who you are, you should not be a teacher.

Alison Prescott TPCK Chapter 11 This chapter was an eye opener for me in that I was under the notion that preservice teachers were going to be well ahead of me when they began teaching in their own classrooms. I got my big ah-ha when I started reading about how preservice teachers need to be taught in different ways than teachers of the past. There is a lot that they must learn in order to be effective teachers. Not only do they need to know content area, and technology integration, but they also must be ready to manage a classroom where these two things are taking place. Preservice teachers need to be ready to work with what is happening today in technology, and also be prepared for change in the future. To do so, methods courses in colleges need to be sure to allow students time to work with teachers who are effectively doing all above within their classroom. TPCK is a method where teachers can enhance their teaching by learning, by asking questions, sharing information, and reflecting on what is taking place. When I reflect on all the areas that were covered in this chapter, it blows my mind to think that I am able to teach effectively myself. I know that it takes time and thought and energy to build lessons that meet the needs of the school and meet the needs of the individual learners, but it is something that I do in a fairly fluid way. When I thought about how I would try to teach someone how I do what I do, it made me wonder how teachers do what they do and love every minute! You have to be willing to work hard and remember that anything you have done or planned can change in a moment, and be prepared to face that change. My favorite quote was the Chinese Proverb, “To teach is to learn”. All teachers need to remember this… preservice and in-service alike. ___________________________________________________________________________________________ In some respects, I feel like a pre-service teacher. I look at my graduate experience as a rebirthing experience, a way to reinvigorate my mind so that I continue to have energy for new types of learning. TPACK makes so much sense in describing the type of programming new teachers need to be both effective and reflective. Integrating technology is a must as we play a key role in impacting new citizens of the 21st Century. I do have to say, though, that educational programs must be aware that preservice teachers come to college with a varying degree of technological experience. I have little current understanding of technology and how it should be integrated into classrooms. As a result, I have experienced a tremendous amount of frustration at the lack of direct teaching this semester. I liken my feelings of inadequacy to those of a kindergarten student who has not had the priviledge of being immersed in a world of print since birth. With no front loading or few prior experiences from which to draw, it is no wonder that these young learners are lost in our classrooms. It is incredibly important for learners at all levels to be given the tools necessary to become successful, independent thinkers.