Chapter 11
Guiding preservice teachers in developing TPCK
I found this chapter very interesting and informational. I think the author has a deep understanding of what preservice teachers need and how everything (content, knowledge, content, and technology) is connected and integrated. There are many valid and critical points made in the chapter that I feel would make a difference in the field of education. I will go on to say, that from my own limited personal experience (5 years), from a novice to now, I myself, have made many changes, adaptations, and revisions. I know that teaching is a messy process that requires support, time, reflection, thinking, assessing, learning, creating, designing, evaluating, and much, much more. Like many complex and wicked problems, I feel there is not one “right” answer, but the author has presented some possible solutions. With teaching, there are some many factors and forces that are happening in a classroom, that I feel no one program can provide all the skills and tools needed to teach children. Teaching and learning is a complicated combination and intricate process that manifests itself differently for everyone involved and is constantly changing and evolving.
One idea I found interesting is that of preservice teachers in study groups, those made up of different content areas and school levels. I think this part is essential, speaking of my own learning, I have benefitted greatly from networking and collaborating with others. I do feel currently in this master program that more time to connect with others and share our knowledge, content, pedagogy, technology, etc, the better my chances are to improve as a teacher and student.
I did find the matrix diagrams very useful in this chapter as a way to frame, organize and clarify my thinking about my own unit. This chapter and much of the book has made me think about teaching and learning very differently than I had before and now, I am much more aware and cognizant of the outcomes, process, assessment and learning opportunities that I provide for the children in my classroom.
Another idea I liked was that of the research done with preservice teachers and students in Alaska. The fact that teachers and students learned together and integrated technology is wonderful. I think the results for all parties involved was extremely powerful and meaningful. I truly believe that meaningful and authentic learning is what preservice teachers and students need to meet goals and acquire knowledge. The most important implication from this study was the fact that teachers learned about students through teaching, which I feel naturally happens in my Kindergarten classroom everyday.
I wish there were simple solutions to achieve the highest standard of teaching and learning and that one program for preservice teachers exceptionally prepared them to teach the children of the twenty-first century, but unfortunately at this time
of complexity and many factors, knowledge and skills needed, it is unlikely. I believe we have the ability and power to change the field of education and with support, time, reflection, thinking, creating, assessing, designing, technology, and collaborating we can impact the children in our classroom.
As stated in the chapter, reflection is important when teaching, I strongly agree, but reflections are subjective and related to one’s personal experience, therefore creating a “wicked” problem. If given time to collaborate and network more reflections can be shared, data analyzed, predictions, and outcomes can be reached and exceeded where the result maybe in fact affecting teachers and students teaching and learning.
As simply said in the Chinese proverb “To teach is to learn” (227).
Wednesday, April 29, 2009
Wednesday, April 1, 2009
Chapter 10
The role of TPCK in physical education
As with any discipline, there are many factors that increase a teachers effectiveness and the growth and development of the children. From reading this chapter, I now know that teaching physical education is no different. When teaching physical education there is some uniqueness to the content and pedagogical knowledge. Again, when integrating technology within the content area tends to raises more challenges. I have seen the importance of technology in the field of physical education in terms of computer generated applications that provide a deeper look into the body and specific medical applications but unfortunately, these types of technologies are expensive and have a somewhat limited role in physical education at the elementary level.
However, I think about some of the children in my school and I can’t help but think that some of these children would benefit greatly from an individual program that tracks their growth and development while becoming more healthy and active. Getting the equipment and data system to allow this planning to occur is costly and time consuming, but I think the value would be immense.
Overall, I understand more about what the children must learn (the how and why) to perform specific skills and that they must have lots of opportunity to practice these skills. I know the teacher must provide immediate feedback of knowledge of performance to enhance the children’s proficiency level. I begin to think that this style and sequencing of learning happens in my classroom everyday. In Kindergarten, the children are acquiring basic literacy, math, science, health, social, behavior, and life skills that they must constantly practice and explore, while getting feedback and ways to improve their individual learning and growth. I also can find similarities in regards to ensuring the brain with the muscles and repetitive connections that must occur simultaneously for the children to be successful.
The most important lesson from this chapter was “Just like their students, teachers need knowledge of performance feedback to change their teaching behavior” (219). With reading and attending
The role of TPCK in physical education
As with any discipline, there are many factors that increase a teachers effectiveness and the growth and development of the children. From reading this chapter, I now know that teaching physical education is no different. When teaching physical education there is some uniqueness to the content and pedagogical knowledge. Again, when integrating technology within the content area tends to raises more challenges. I have seen the importance of technology in the field of physical education in terms of computer generated applications that provide a deeper look into the body and specific medical applications but unfortunately, these types of technologies are expensive and have a somewhat limited role in physical education at the elementary level.
However, I think about some of the children in my school and I can’t help but think that some of these children would benefit greatly from an individual program that tracks their growth and development while becoming more healthy and active. Getting the equipment and data system to allow this planning to occur is costly and time consuming, but I think the value would be immense.
Overall, I understand more about what the children must learn (the how and why) to perform specific skills and that they must have lots of opportunity to practice these skills. I know the teacher must provide immediate feedback of knowledge of performance to enhance the children’s proficiency level. I begin to think that this style and sequencing of learning happens in my classroom everyday. In Kindergarten, the children are acquiring basic literacy, math, science, health, social, behavior, and life skills that they must constantly practice and explore, while getting feedback and ways to improve their individual learning and growth. I also can find similarities in regards to ensuring the brain with the muscles and repetitive connections that must occur simultaneously for the children to be successful.
The most important lesson from this chapter was “Just like their students, teachers need knowledge of performance feedback to change their teaching behavior” (219). With reading and attending
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