Chapter 8
Placing the magic in the classroom TPCK in arts education
“Art is the magic of teaching” according to Dr. Sanders (190). Art provides children with the opportunity for self expression, creativity, self-discovery, flexibility, accountability, and personal investment. There are many forms of of art; visual, musical, and the performing arts. All of theses types of arts can be incorporated in the classroom and should be to teach holistically. Art is extremely powerful to motivate and engage students.
The most important thing that art lends itself into the classroom is children and how they can share their individual voice. Teaching Kindergarten, I have seen firsthand the impact of art. When doing art projects the children are engaged, they can create something of their own and are proud of their work. We are constantly singing, painting, sculpting, role-playing,and dancing. During these times, the children are free and able to do what they want and become invested in the process of the moment. Children who have struggled in other academic areas have the chance to construct their own meaning and make connections with others and things around them. After reading this chapter, I have found many great links and information on the web about integrating all forms of art and technology into the classroom.
The chapter did point out that with budget and time constraints art is usually one of the first things to be cut from the curriculum and how detrimental that could be to the children. Also there must be adequate attention and service given to the teachers coming into the classroom. There is an abundance of technologies that could be integrated into all areas of the curriculum that are artistic and allow children to create projects or works of art. I feel that the children must have a balance of practicing art with both a combination of older and newer technologies to fully appreciate art.
I look forward to using some of these new technologies in the classroom!
Top Ten Art Sites
KinderArt
Middle School
Junior High
Collaborative Art
Lifetime of Color
Art Gallery
Drama site
Kodak
Wednesday, February 25, 2009
Wednesday, February 11, 2009
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.
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.
Thursday, January 29, 2009
Chapter 2 TPACK
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???
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???
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.
Subscribe to:
Posts (Atom)