Chapter 3
TPCK in K-6 literacy education It’s not that elementary!
After reading this chapter, I am thinking about how the meaning and definition of literacy and how it has changed since the advancements of technology. I continue to think about the impact that technology has made upon the field of education and even more specifically within literacy development. I know firsthand, that teaching is complex in and of itself and with the responsibility of integrating technology the task becomes increasingly difficult. Mind you, this integrated teaching happens while being aware and sensitive to all the childrens’ abilities and background experiences. I can honestly say that I am still struggling with the balance of all of this almost daily.
The research sited in this chapter reveals positive results when using technology to teach literacy. This confirms my beliefs of the value of technology in all areas. Technology has proven to increase comprehension, fluency, motivation, understanding, positive attitudes, and it gives children a greater sense of control. There seems to be many practical (both intended and unintended) outcomes when using technology to teach literacy (reading and writing) skills. Researchers have found that using new technologies children have longer written samples, greater variety of word usages, sentence structures, more accurate mechanics and spelling, better revisions, responsiveness, and overall better understanding of the writing process. I take away from this chapter the affirmation that technology can provide rich learning environments that promotes collaboration, creativity, and constructivism.
This chapter also makes me think about all the knowledge a teacher must possess in order to be able to teach effectively and integrating technology. The authors did state that a mentoring program would be useful for teachers to practice and reflect upon their uses of technology. I think that is a great idea in theory, but in elementary education time is always a factor, unfortunately.
This chapter has given me some specific ideas to incorporate into my classroom routine as well as various professional resources for myself. For example, I will include the idea for writer’s workshop, by having the children use Inspiration for the graphic organizer piece and they are already familiar with Pixie to create the pages of the book. I also like the transformational idea of sharing their work using SubEthaEdit to give feedback to the children at an individual level, providing the children with meaning and for an intended audience. Electronic books, KidPix, Inspiration, iMovie, podcasting and digital storytelling are very appropriate for my age level. There are many resources that I am interested in and I intend to research more and become familiar with after reading this chapter.
Wednesday, March 25, 2009
Chapter 7
Perhaps a matter of imagination TPCK in mathematics education
For me personally, math has been very complex and logical, which frustrated me and made it difficult for me to understand and apply effectively. After reading this chapter, I have come away with a different perspective about how math attempts to make connections and define relationships among objects and natural phenomena.
In my classroom, I teach the basics; numeral recognition, patterns, counting, adding, subtraction, sorting, graphing, shapes, and the essential concepts that the children will begin to build understanding and higher level thinking skills from. When I began teaching I assumed that when children demonstrated one to one when counting objects, that they understood that whatever number they counted to was equivalent with the number of objects in front of them. I quickly learned that children could count objects, but did not fully understand that the number that have was directly related to the objects and this does not change until one object was added or taken away. This occurrence is similar to reciting the ABC’s without knowing what a “h” looks like. This hierarchical skill was not known to almost all of my students. So we uncovered this topic in depth and the children made connections from their new learning to other topics in the classroom like attendance and the lunch count, which is now done by the children. Another surprising thing that I learned when we started to explore addition was that most children had to count all the objects, they could not subitize numbers and add one group to another without counting the objects individually. We continue to subitize numbers and add groups, finding new and various ways to compute numbers making connections and using their prior knowledge to scaffold their learning to new heights.
From this chapter, I have learned that I must do more to incorporate technology into the math curriculum and to do this effectively and seamlessly. I know there are many resources on the Internet to provide games and activities to challenge children of all mathematical levels. I am familiar with the national museum of virtual manipulative which is a wonderful site that is interactive and covers many topics at different developmental levels.
I see my role in teaching children mathematics as a facilitator to explore topics and concepts, while providing direct instruction and the opportunity to encourage independent thinking, reflection, problem solving, communication, representation, questioning, connections, imagination, and observing patterns around us.
I now see math as a “discipline in which the imagination and logic of the human mind strive to structure the reality of our existence” (150). I look forward to teaching mathematics to young children with my new learning and to discover the possibilities when combining math and technology.
Perhaps a matter of imagination TPCK in mathematics education
For me personally, math has been very complex and logical, which frustrated me and made it difficult for me to understand and apply effectively. After reading this chapter, I have come away with a different perspective about how math attempts to make connections and define relationships among objects and natural phenomena.
In my classroom, I teach the basics; numeral recognition, patterns, counting, adding, subtraction, sorting, graphing, shapes, and the essential concepts that the children will begin to build understanding and higher level thinking skills from. When I began teaching I assumed that when children demonstrated one to one when counting objects, that they understood that whatever number they counted to was equivalent with the number of objects in front of them. I quickly learned that children could count objects, but did not fully understand that the number that have was directly related to the objects and this does not change until one object was added or taken away. This occurrence is similar to reciting the ABC’s without knowing what a “h” looks like. This hierarchical skill was not known to almost all of my students. So we uncovered this topic in depth and the children made connections from their new learning to other topics in the classroom like attendance and the lunch count, which is now done by the children. Another surprising thing that I learned when we started to explore addition was that most children had to count all the objects, they could not subitize numbers and add one group to another without counting the objects individually. We continue to subitize numbers and add groups, finding new and various ways to compute numbers making connections and using their prior knowledge to scaffold their learning to new heights.
From this chapter, I have learned that I must do more to incorporate technology into the math curriculum and to do this effectively and seamlessly. I know there are many resources on the Internet to provide games and activities to challenge children of all mathematical levels. I am familiar with the national museum of virtual manipulative which is a wonderful site that is interactive and covers many topics at different developmental levels.
I see my role in teaching children mathematics as a facilitator to explore topics and concepts, while providing direct instruction and the opportunity to encourage independent thinking, reflection, problem solving, communication, representation, questioning, connections, imagination, and observing patterns around us.
I now see math as a “discipline in which the imagination and logic of the human mind strive to structure the reality of our existence” (150). I look forward to teaching mathematics to young children with my new learning and to discover the possibilities when combining math and technology.
Chapter 9
Science, technology and teaching The topic-specific challenges of TPCK in science
Personally, I see a natural connection between science and technology. Science in and of itself is a continual process that is constantly evolving as is technology. This chapter was more specific of how, when, and where to use technology when teaching scientific concepts and processes. The chapter also states that effectiveness of technology integration still remains the teachers responsibility. There is a lack of professional development, time and support to assist with the complexities and challenges of technology. This issue leads to differences in teaching and learning. The value and success of technology integration depends on the teachers individual experience, comfort level, knowledge, and holistic understanding of the content area and how to use technology in appropriate ways to enhance the teaching and learning process.
In my classroom, we are studying the five senses and as an activity I had the children use the Proscope and explore their bodies and senses. The children took pictures and asked their friends to guess what they were looking at. The children had a great time and it was incredible to see the children trying to guess and figure out and make predictions. I was very excited to see that they were engaged and trying to challenge their friends.
From this chapter, I have learned about some new technologies such as, Cooties, Model-It, BIOKids, etc. This chapter gave suggestions and real examples of when, hoe, where, and why to use technologies when teaching science to children.
As it said in the book, “the best teachers can do is equip themselves to learn from practice and from ongoing education” (205). We can take risks in learning and teaching with new technologies, be prepared for obstacles, plan for alternatives, and look for support where available. As a Kindergarten teacher, I see the power of technology integration, but I sometimes feel as if I can incorporate technology effectively across all content areas. I need to see real life applications of using technology at the transformational levels for all to enrich the learning and teaching experiences.
Science, technology and teaching The topic-specific challenges of TPCK in science
Personally, I see a natural connection between science and technology. Science in and of itself is a continual process that is constantly evolving as is technology. This chapter was more specific of how, when, and where to use technology when teaching scientific concepts and processes. The chapter also states that effectiveness of technology integration still remains the teachers responsibility. There is a lack of professional development, time and support to assist with the complexities and challenges of technology. This issue leads to differences in teaching and learning. The value and success of technology integration depends on the teachers individual experience, comfort level, knowledge, and holistic understanding of the content area and how to use technology in appropriate ways to enhance the teaching and learning process.
In my classroom, we are studying the five senses and as an activity I had the children use the Proscope and explore their bodies and senses. The children took pictures and asked their friends to guess what they were looking at. The children had a great time and it was incredible to see the children trying to guess and figure out and make predictions. I was very excited to see that they were engaged and trying to challenge their friends.
From this chapter, I have learned about some new technologies such as, Cooties, Model-It, BIOKids, etc. This chapter gave suggestions and real examples of when, hoe, where, and why to use technologies when teaching science to children.
As it said in the book, “the best teachers can do is equip themselves to learn from practice and from ongoing education” (205). We can take risks in learning and teaching with new technologies, be prepared for obstacles, plan for alternatives, and look for support where available. As a Kindergarten teacher, I see the power of technology integration, but I sometimes feel as if I can incorporate technology effectively across all content areas. I need to see real life applications of using technology at the transformational levels for all to enrich the learning and teaching experiences.
Wednesday, March 18, 2009
Chapter 5
An integrated framework for educating world language teachers
I feel that the field of education is moving toward a more social and constructivist approach, which I think is essential for the growth both of the teachers and children. The learning and teaching aspects in the field of education should and are beginning to occur simultaneously. I now realize that when teaching world languages it is crucial to use technology to expose children to hear the language, culture, and have meaningful conversations with immediate feedback.
From this chapter, I did learn a lot about the theories and models regarding the world language approaches. There is a lot of research that states how and what is the best way to teach world languages to children. I think in my classroom, I teach children to speak properly and grammatically correct in their own language. By practicing and opportunities to speak to others is important for children to hear and acquire new skills and rules.
This chapter stressed the importance of authentic materials used in the foreign language and I think that it also transcends into the Kindergarten classroom. As a Kindergarten teacher, the children must be exposed to materials and experiences that are meaningful and genuine to the children.
Using technology when teaching children various world languages it can make it more culturally and linguistically valuable. There are many programs that help and assist teachers to help and support the technology integration more effective and seamless. We must remember that there is a connectedness with both teaching and learning and this is evident when teaching world languages.
I can not wait to “achieve a sound fusion of technology into all content areas” which would impact the children’s learning (123).
An integrated framework for educating world language teachers
I feel that the field of education is moving toward a more social and constructivist approach, which I think is essential for the growth both of the teachers and children. The learning and teaching aspects in the field of education should and are beginning to occur simultaneously. I now realize that when teaching world languages it is crucial to use technology to expose children to hear the language, culture, and have meaningful conversations with immediate feedback.
From this chapter, I did learn a lot about the theories and models regarding the world language approaches. There is a lot of research that states how and what is the best way to teach world languages to children. I think in my classroom, I teach children to speak properly and grammatically correct in their own language. By practicing and opportunities to speak to others is important for children to hear and acquire new skills and rules.
This chapter stressed the importance of authentic materials used in the foreign language and I think that it also transcends into the Kindergarten classroom. As a Kindergarten teacher, the children must be exposed to materials and experiences that are meaningful and genuine to the children.
Using technology when teaching children various world languages it can make it more culturally and linguistically valuable. There are many programs that help and assist teachers to help and support the technology integration more effective and seamless. We must remember that there is a connectedness with both teaching and learning and this is evident when teaching world languages.
I can not wait to “achieve a sound fusion of technology into all content areas” which would impact the children’s learning (123).
Chapter 4
Leveraging the development of English TPCK within the deictic nature of literacy
From my experience, teaching English is complex, especially teaching young children. I face the intricate process of teaching my children the basics and foundation for future learning. Most of the children in my classroom at the beginning of the year can not read or write, only some can write their name independently. As a teacher, I must expose them to many “things.” I must give them opportunity to explore the rules, the exceptions, make meaning and connections, practice rules of grammar, sentences structure, decoding, and simply learning the difference of letters, words, sounds, sentences, etc. all at their individual developmental levels. Before I taught Kindergarten, I thought English was fairly simple, six years later I think the growth and progress that the each child makes in my classroom every day of every year makes me feel proud and successful. I know that I can use technology as a tool in my classroom, but I still struggle with the notion of how to do this more effectively and efficiently. In addition to teaching the necessary literacy skills, I must find ways to integrate technology in meaningful ways to enhance children’s learning this is where I feel the challenge becomes even more complex.
The point made in the chapter that states, “Today, technological change happens so rapidly that the changes to literacy are limited not by technology but rather by our ability to adapt and acquire the new literacies that emerge. (101)” I have felt many times in my own classroom, that I sometimes at various levels and times hinder the childrens’ development and growth, because of my own personal beliefs, assumptions, and choices and decisions that I make everyday. This quote makes me think more about the complexities and challenges that arise when integrating technology effectively in the classroom complied with teaching young children. I wonder what this looks like in a kindergarten classroom?
As the chapter suggests there must be professional development for all teachers to practice and share technology ideas and projects. Also there must be a professionals to support and assist teachers in this process. Teachers must be immersed in new literacies and new technologies. I feel the pressure and lack of time as a constraint when facing this new learning. I hope to feel more confident and knowledgeable when integrating technology in the classroom now and in the future from my new learning, reading, research and this course.
Leveraging the development of English TPCK within the deictic nature of literacy
From my experience, teaching English is complex, especially teaching young children. I face the intricate process of teaching my children the basics and foundation for future learning. Most of the children in my classroom at the beginning of the year can not read or write, only some can write their name independently. As a teacher, I must expose them to many “things.” I must give them opportunity to explore the rules, the exceptions, make meaning and connections, practice rules of grammar, sentences structure, decoding, and simply learning the difference of letters, words, sounds, sentences, etc. all at their individual developmental levels. Before I taught Kindergarten, I thought English was fairly simple, six years later I think the growth and progress that the each child makes in my classroom every day of every year makes me feel proud and successful. I know that I can use technology as a tool in my classroom, but I still struggle with the notion of how to do this more effectively and efficiently. In addition to teaching the necessary literacy skills, I must find ways to integrate technology in meaningful ways to enhance children’s learning this is where I feel the challenge becomes even more complex.
The point made in the chapter that states, “Today, technological change happens so rapidly that the changes to literacy are limited not by technology but rather by our ability to adapt and acquire the new literacies that emerge. (101)” I have felt many times in my own classroom, that I sometimes at various levels and times hinder the childrens’ development and growth, because of my own personal beliefs, assumptions, and choices and decisions that I make everyday. This quote makes me think more about the complexities and challenges that arise when integrating technology effectively in the classroom complied with teaching young children. I wonder what this looks like in a kindergarten classroom?
As the chapter suggests there must be professional development for all teachers to practice and share technology ideas and projects. Also there must be a professionals to support and assist teachers in this process. Teachers must be immersed in new literacies and new technologies. I feel the pressure and lack of time as a constraint when facing this new learning. I hope to feel more confident and knowledgeable when integrating technology in the classroom now and in the future from my new learning, reading, research and this course.
Wednesday, March 11, 2009
Reflection of Stage One
Cindy Stevens and I are working with the Art specialist in our district. All three of us met together to make the planning easier and more effective. I found that finding a common meeting time was difficult especially for Kim, who works in multiple schools. Trying to arrange a time that worked for all of us outside of school time was tough, but we did it.
I am very thankful to be working with Kim, she was very open to ideas and by nature is very creative, so she proved to be a wonderful partner. Together we had a great conversation, that really inspire all of in different ways. The time to plan and share ideas was truly beneficial and powerful. Kim was a little apprehensive about the requirements, expectations, and dedication to this unit when she does not have to take a course or receive credit. Cindy and I did explain that she would not be graded and not accountable for the overall unit outcomes. After that she was comforted of her responsibilities and role within the unit.
Cindy began by introducing Kim, the art specialist, to the process of Understanding by Design. Cindy began first and shared her completed Stage One for Language Arts and showed Kim the basic format of what we were to discuss with her. Cindy shared her unit first then I shared my unit. Naturally, Kim wanted to know about the activities that both she and we were going to do for our unit and we explained to her that we would decide those later based on our understandings. We explained that we were going to focus on the learning that the children will have after completing the unit of study.
We began by looking at the MLRs for Art and Kim told us that MSAD9 was in the process of changing the Art standards and they may change in the future. This may in fact impact us later on, but we decided to continue on in the process. We decided to focus on the Artist’s purpose for PreK-2, this worked out for both of our units. For my unit, we discussed the conceptual lens of identity and how to answer the essential question of how people are alike and different? Kim expressed that she can talk about perspective and provide children with different mediums to explore identity.
We then talked about the understandings, key knowledge and skills. The more detailed section like this one and the six facets sections were difficult to discuss. We problem solved and worked together to solidify how to incorporate art concepts into our units. Together we decided to meet again and firm up details of these concepts and sections. Before the meeting ended we talked about the performance tasks and the type two technology grid. Kim was most excited about the technology piece of the unit. She sees great value integrating technology in the classroom. This part of the conversation was the most inspiring to me and I think the rest of the group. It was a good note to end on.
I am very thankful to be working with Kim, she was very open to ideas and by nature is very creative, so she proved to be a wonderful partner. Together we had a great conversation, that really inspire all of in different ways. The time to plan and share ideas was truly beneficial and powerful. Kim was a little apprehensive about the requirements, expectations, and dedication to this unit when she does not have to take a course or receive credit. Cindy and I did explain that she would not be graded and not accountable for the overall unit outcomes. After that she was comforted of her responsibilities and role within the unit.
Cindy began by introducing Kim, the art specialist, to the process of Understanding by Design. Cindy began first and shared her completed Stage One for Language Arts and showed Kim the basic format of what we were to discuss with her. Cindy shared her unit first then I shared my unit. Naturally, Kim wanted to know about the activities that both she and we were going to do for our unit and we explained to her that we would decide those later based on our understandings. We explained that we were going to focus on the learning that the children will have after completing the unit of study.
We began by looking at the MLRs for Art and Kim told us that MSAD9 was in the process of changing the Art standards and they may change in the future. This may in fact impact us later on, but we decided to continue on in the process. We decided to focus on the Artist’s purpose for PreK-2, this worked out for both of our units. For my unit, we discussed the conceptual lens of identity and how to answer the essential question of how people are alike and different? Kim expressed that she can talk about perspective and provide children with different mediums to explore identity.
We then talked about the understandings, key knowledge and skills. The more detailed section like this one and the six facets sections were difficult to discuss. We problem solved and worked together to solidify how to incorporate art concepts into our units. Together we decided to meet again and firm up details of these concepts and sections. Before the meeting ended we talked about the performance tasks and the type two technology grid. Kim was most excited about the technology piece of the unit. She sees great value integrating technology in the classroom. This part of the conversation was the most inspiring to me and I think the rest of the group. It was a good note to end on.
Chapter 6
Toward democracy
Social Studies and TPACK
Social studies consists of many different disciplines such as; history, geography, political science, economics, behavioral sciences, cultural studies and more (129). Social studies in itself lack discipline structure. There are many different areas to understand and grasp in the extensive field of social studies, and with that comes some challenges. Teachers must locate high quality resources and utilize them so children can use and adapt their knowledge and figure out real life issues and problems. Technology is a tool that can aid in the learning process of children in all areas, but the communication piece is critical in social studies. Using technology the children can share ideas and perspective with others to solve world problems, they can talk to experts in the field, they can influence and impact others around the world. After reading this chapter, I found myself thinking about how important technology is within the area of social studies and how they can blend so seamlessly when the focus is on democracy. For example, “citizenship in a democracy implies critical thought and critical thought requires information (133).
This chapter provides a look at how to integrate technology in the social studies curriculum. The author states the needs and importance of using technology in the field of social studies. In regards to social studies education and technology there are many strategies and actions that teachers can do in order to integrate technology within the social studies curriculum. When reading this chapter, I found that a lot of the information not only applies to field of social studies, but also in my own classroom. I found some links and resources that can be used and adapted in my Kindergarten classroom. Many new technologies and Web 2.0 tools can be used for both teaching and learning in the area of social studies.
I agree with the reference to John Dewey’s way of life that says a democratic life is associative and constructive involving continual change. He goes on to state that “citizens need to deliberate and reflect in a communal arena where barriers to participation are minimal and individuals act in practical and meaningful ways to improve their own life and contribute to the progress of humanity” (140). It saddens me that even in the 21st century we are failing to provide children with this democratic system and that even in school, this kind of ideology is not a top priority. I think that with effective uses of technology these discussions, understandings, knowledge, and meaningful connections can be real to the children in our schools and they can have the power and means to impact and inspire others and share their learning with others.
With the resources and tools that now exist with the broad scope of technology from online digital histories, etc.
What I found in this chapter, that validates my own beliefs is the importance of sharing children’s work and using technology their work has more meaning and purpose when posting it on the web for others to see and respond to. This sharing of work really promotes value beyond the classroom and school, it “generates personal, aesthetic, and social significance (134). I believe that the use of technology can increase motivation and encourage authenticity. Overall using technology allows children to have a voice in what and how they learn, leveling the developmental differences. Technology can provide children with the opportunity to follow their interests and design their own learning environments enhancing their communication, critical thinking, problem solving, inter-personal skills, all while making their learning more personal, active, and applicable.
Toward democracy
Social Studies and TPACK
Social studies consists of many different disciplines such as; history, geography, political science, economics, behavioral sciences, cultural studies and more (129). Social studies in itself lack discipline structure. There are many different areas to understand and grasp in the extensive field of social studies, and with that comes some challenges. Teachers must locate high quality resources and utilize them so children can use and adapt their knowledge and figure out real life issues and problems. Technology is a tool that can aid in the learning process of children in all areas, but the communication piece is critical in social studies. Using technology the children can share ideas and perspective with others to solve world problems, they can talk to experts in the field, they can influence and impact others around the world. After reading this chapter, I found myself thinking about how important technology is within the area of social studies and how they can blend so seamlessly when the focus is on democracy. For example, “citizenship in a democracy implies critical thought and critical thought requires information (133).
This chapter provides a look at how to integrate technology in the social studies curriculum. The author states the needs and importance of using technology in the field of social studies. In regards to social studies education and technology there are many strategies and actions that teachers can do in order to integrate technology within the social studies curriculum. When reading this chapter, I found that a lot of the information not only applies to field of social studies, but also in my own classroom. I found some links and resources that can be used and adapted in my Kindergarten classroom. Many new technologies and Web 2.0 tools can be used for both teaching and learning in the area of social studies.
I agree with the reference to John Dewey’s way of life that says a democratic life is associative and constructive involving continual change. He goes on to state that “citizens need to deliberate and reflect in a communal arena where barriers to participation are minimal and individuals act in practical and meaningful ways to improve their own life and contribute to the progress of humanity” (140). It saddens me that even in the 21st century we are failing to provide children with this democratic system and that even in school, this kind of ideology is not a top priority. I think that with effective uses of technology these discussions, understandings, knowledge, and meaningful connections can be real to the children in our schools and they can have the power and means to impact and inspire others and share their learning with others.
With the resources and tools that now exist with the broad scope of technology from online digital histories, etc.
What I found in this chapter, that validates my own beliefs is the importance of sharing children’s work and using technology their work has more meaning and purpose when posting it on the web for others to see and respond to. This sharing of work really promotes value beyond the classroom and school, it “generates personal, aesthetic, and social significance (134). I believe that the use of technology can increase motivation and encourage authenticity. Overall using technology allows children to have a voice in what and how they learn, leveling the developmental differences. Technology can provide children with the opportunity to follow their interests and design their own learning environments enhancing their communication, critical thinking, problem solving, inter-personal skills, all while making their learning more personal, active, and applicable.
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