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.