Chapter 2
Bridging digital and cultural divides: TPCK for equity of access to technology
Reflection for Chapter 2
There are many positive changes, advances, and achievements that have occurred from technology. Overall, technology is very complex especially when using it to teach children, many factors and elements contribute to the complexity of teaching and learning with technology.
From this chapter, I learned the specifics about the digital divide and how I can incorporate many effective strategies and how to present and use technology with children in my classroom. I do teach many children from low-economic status and from the research I learned about how to best teach them using technology, what to avoid and about information and communication (ICT) literacy.
Reading about the three digital divides, I am a little overwhelmed of the teacher’s responsibility to help bridge the divide for all children to have equal access to various forms of technology.
I agree with Damarian about the pedagogical practices given in this chapter because they encompass individual constructivism as well as social constructivism. They allow the all the children access to achieve higher level learning with the use of technology and challenge them to think at a higher level.
I feel the best information from this chapter was the effective strategies that should be used in the classroom when integrating technology in the classroom. I think the three strategies (attribute-treatment-interaction-pedagogy, good teaching, and equitable classrooms are very helpful and useful. More important information that I received from this chapter was the responsibility of the teacher to ensure that all children have equal and equitable access and how I can be an advocate for these children. I am more aware of the three digital divides and what I need to do in order to bridge the gaps in my classroom.
I hope that I can provide more meaningful and personal technology integration with my Kindergarten classroom. I am thinking about how to incorporate technology that facilities good teaching and an environment that children are equal and enjoy the learning activities, while being challenged to solve problems, and acquire higher level thinking skills. I hope this can be accomplished with more learning and teaching throughout this course. Is this possible???
Thursday, January 29, 2009
Chapter 1 TPACK
Introducing TPACK
Reflection from Chapter 1
Before reading the chapter, I have struggled with technology integration and how to implement it effectively and seamlessly in Kindergarten. After reading this chapter, I have confirmed my beliefs about technology integration, that it is difficult to do well and takes much understanding and knowledge about the specific technologies and content. As a teacher, I must be familiar with many different technologies, mediums and their purposes and constraints. From there I must be flexible in how and what I teach the children and ensure that using specific technologies is meaningful and necessary.
I did learn about “wicked problems” and how this also makes integrating technology difficult in the classroom. I have learned about keeping the balance between content, pedagogy, and technology is essential when using technology in the classroom with children. Every classroom is unique, complex, different, and dynamic and I have a tough time balancing all the children’s needs, curriculum, assessment, and technology.
After reading this chapter, I have to admit that I have a difficult time finding creative uses for technology and sometimes I use technology just to use it. I have a hard time breaking out of the “functional fixedness” and going beyond to transcend the use technology in a way that is meaningful and purposeful. I do want to integrate more technology in my classroom, but I sad to admit that sometimes it seems like a lot more work, preparation, and struggle, that on some days I just can contend with. I would like to say that technology integration and wicked problems have made me a more effective teacher that is flexible and knowledgeable, but I am not there yet.
I was struck by the section in the book that Schwab (pg.20-21) talks about teachers as practicing an art, and they make frequent, instant choices to meet varying situations. He goes on to say that teachers are curriculum designers and we are active participants in implementation and instructional reform. How true and how empowering for teachers to truly make a difference, but without the professional development and knowledge than this task of technology integration seems unobtainable.
I must say that I also was very interested in the research by Philip Jackson that investigates the mental constructs and processes that underlie teacher behavior and also Clark and Peterson focused on teacher’s thinking and decision-making processes.
I learned a lot of information from this chapter including the many factors involved when integrating technology into the classroom and I hope from this class and more knowledge, reading, and learning I can use technology more effectively with the children in my classroom.
Reflection from Chapter 1
Before reading the chapter, I have struggled with technology integration and how to implement it effectively and seamlessly in Kindergarten. After reading this chapter, I have confirmed my beliefs about technology integration, that it is difficult to do well and takes much understanding and knowledge about the specific technologies and content. As a teacher, I must be familiar with many different technologies, mediums and their purposes and constraints. From there I must be flexible in how and what I teach the children and ensure that using specific technologies is meaningful and necessary.
I did learn about “wicked problems” and how this also makes integrating technology difficult in the classroom. I have learned about keeping the balance between content, pedagogy, and technology is essential when using technology in the classroom with children. Every classroom is unique, complex, different, and dynamic and I have a tough time balancing all the children’s needs, curriculum, assessment, and technology.
After reading this chapter, I have to admit that I have a difficult time finding creative uses for technology and sometimes I use technology just to use it. I have a hard time breaking out of the “functional fixedness” and going beyond to transcend the use technology in a way that is meaningful and purposeful. I do want to integrate more technology in my classroom, but I sad to admit that sometimes it seems like a lot more work, preparation, and struggle, that on some days I just can contend with. I would like to say that technology integration and wicked problems have made me a more effective teacher that is flexible and knowledgeable, but I am not there yet.
I was struck by the section in the book that Schwab (pg.20-21) talks about teachers as practicing an art, and they make frequent, instant choices to meet varying situations. He goes on to say that teachers are curriculum designers and we are active participants in implementation and instructional reform. How true and how empowering for teachers to truly make a difference, but without the professional development and knowledge than this task of technology integration seems unobtainable.
I must say that I also was very interested in the research by Philip Jackson that investigates the mental constructs and processes that underlie teacher behavior and also Clark and Peterson focused on teacher’s thinking and decision-making processes.
I learned a lot of information from this chapter including the many factors involved when integrating technology into the classroom and I hope from this class and more knowledge, reading, and learning I can use technology more effectively with the children in my classroom.
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