This process was not much different than what I normally do. I try to integrate history with as many subject as possible. The teacher that I chose to integrate this project with was the librarian.
The way the unit was planned definitely worked for the students. This project really started a trend at the middle school. More and more teachers are using our librarian in this way.
The leadership skill I used to make this unit work was keeping track of our timeline. It was important to me to stay on track with our timeline and Jen did not have as much of a time constraint. I also promoted Jen our librarian and how well she did with the project. Other departments are using her like crazy to help with their researching.
Monday, December 6, 2010
Monday, May 3, 2010
Collaborating part 2
The last part of the unit planing was a bit more difficult to get my colleague on board. I think it was because of the tediousness of the steps. I first showed her the book and she was very confused by it and unmotivated to create a unit that we will not teach until next year. So, I took a different approach, I showed her my final product and she was very excited about it.
Next I helped her brainstorm her ideas. Together we make a great team and have great ideas that we bounce off one another. I showed her rubistar and she then created her rubrics for her assignments. We decided that because she does not give grades we would have the assignments listed in the social studies curriculum.
She has not completed the final template , but is close. She did give me hand-outs that she would use with the group. I am glad that I matched the integrated unit with someone that is willing to do this.
I would say that the best part of this is that other departments have heard about our project for next year and jumped on board with using Jen to help with researching skills. The social studies department and ELA are doing an integrated unit to end the year and ELA had Jen do a small presentation on researching skills. Jen is also feeling more confident because she is more than just the librarian to others.
Next I helped her brainstorm her ideas. Together we make a great team and have great ideas that we bounce off one another. I showed her rubistar and she then created her rubrics for her assignments. We decided that because she does not give grades we would have the assignments listed in the social studies curriculum.
She has not completed the final template , but is close. She did give me hand-outs that she would use with the group. I am glad that I matched the integrated unit with someone that is willing to do this.
I would say that the best part of this is that other departments have heard about our project for next year and jumped on board with using Jen to help with researching skills. The social studies department and ELA are doing an integrated unit to end the year and ELA had Jen do a small presentation on researching skills. Jen is also feeling more confident because she is more than just the librarian to others.
Sunday, April 25, 2010
Chapter 12: TPCK in in-service education Assisting experienced teachers’ “planned improvisations” By Judith Harris
I have no experience with music , but I did like the comparison made about jazz performances. “A well-practiced fusion of careful, creative planning and spontaneous improvisation” (pg. 251) This is exactly what “we” do as educators. There is not one class that is the same. I have been teaching for six years and have yet to use the same exact lessons. The concepts are all the same , but the way the material is delivered depends on the students and the materials available.
I believe that technology is a way to “vamp” up lessons. Most students are very excited about the use of technology. When a teacher uses technology in a different , but useful way students are much more apt to get more in-depth with the content. If a teacher has the whole package ; TPCK, students are engaged and learning!
This chapter hit home when it talked about how adults like to learn things that is useful in our everyday lives. Is this just adults? My 7th and 8th graders need to know why they have to study WWII or Vietnam? “How am I going to use this?” I get occasionally. Learning needs to be relevant to the person for them to want to understand it. I think that if more teachers; not administrators, took the leadership role in helping other teachers it would seem more relevant to their teaching.
This chapter also gave some good ideas on how to use different activities in your classroom. I like to mix things up from week to week in my own classroom. Students today seem to like the different choices in activities. I would agree that when things get monotonous I have a hard time paying attention. I think this chapter gave good advise about using different activity types.
I believe that technology is a way to “vamp” up lessons. Most students are very excited about the use of technology. When a teacher uses technology in a different , but useful way students are much more apt to get more in-depth with the content. If a teacher has the whole package ; TPCK, students are engaged and learning!
This chapter hit home when it talked about how adults like to learn things that is useful in our everyday lives. Is this just adults? My 7th and 8th graders need to know why they have to study WWII or Vietnam? “How am I going to use this?” I get occasionally. Learning needs to be relevant to the person for them to want to understand it. I think that if more teachers; not administrators, took the leadership role in helping other teachers it would seem more relevant to their teaching.
This chapter also gave some good ideas on how to use different activities in your classroom. I like to mix things up from week to week in my own classroom. Students today seem to like the different choices in activities. I would agree that when things get monotonous I have a hard time paying attention. I think this chapter gave good advise about using different activity types.
Sunday, April 11, 2010
Chapter 11: “Guiding preservice teacher in developing TPCK” by Margaret L. Niess
Chapter 11: “Guiding preservice teacher in developing TPCK” by Margaret L. Niess
I would agree with Niess that what preparation teachers need for teaching has changed a lot. I only graduated six years ago and there was no emphasis on using technology in a classroom. I hope that my undergrad school has changed their ways. If not then they will be “robbing the children of tomorrow.” (pg 223)
People that have a hard time with change and adapting to what is to come will have a difficult time educating students and themselves using the TPCK method. Teacher’s today need to be flexible with what is being taught and how students are getting the information.
OHMS has many younger teachers. I do not see the problem coming from educators just out of school, but from the veteran teachers at OHMS. They are the educators that did not grow up with technology as it is today. Many of them do not even check e-mail on a regular basis. That astounds me! There are definitely teachers that are willing to embrace the TPCK method , but there are others that fight it tooth and nail.
This chapter was resourceful in giving “preservice” teachers ideas in how to use TPCK. I think it is also a resource for the teachers that are uncomfortable with technology. The veteran teachers are experts in PCK if we meld our ways together then TPCK could become an epidemic in a school.
I would agree with Niess that what preparation teachers need for teaching has changed a lot. I only graduated six years ago and there was no emphasis on using technology in a classroom. I hope that my undergrad school has changed their ways. If not then they will be “robbing the children of tomorrow.” (pg 223)
People that have a hard time with change and adapting to what is to come will have a difficult time educating students and themselves using the TPCK method. Teacher’s today need to be flexible with what is being taught and how students are getting the information.
OHMS has many younger teachers. I do not see the problem coming from educators just out of school, but from the veteran teachers at OHMS. They are the educators that did not grow up with technology as it is today. Many of them do not even check e-mail on a regular basis. That astounds me! There are definitely teachers that are willing to embrace the TPCK method , but there are others that fight it tooth and nail.
This chapter was resourceful in giving “preservice” teachers ideas in how to use TPCK. I think it is also a resource for the teachers that are uncomfortable with technology. The veteran teachers are experts in PCK if we meld our ways together then TPCK could become an epidemic in a school.
Monday, March 22, 2010
Chapter 5: “An integrated framework for educating world language teachers” by Marcela Van Olphen
Chapter 5: “An integrated framework for educating world language teachers” by Marcela Van Olphen
This chapter, like all the chapters tried to give understanding in how to use technology within the subject matter. World language classes can use technology to enhance what is being taught. Not only can a teacher describe what Latin America is like , but now can use technology to bring the students “there”.
This chapter talked about using Microsoft to help with the writing process. I really liked the idea of using the internet, chatrooms, email and video-conferencing to communicate with people from that area of study. I can see students being highly engaged using a video-conference or a chat with someone from another country.
Just like with any subject, many foreign language educators are in need of time to explore the technologies that are out there. Staff development time and planning is a must for teachers that are not using technology the TPCK way.
This chapter, like all the chapters tried to give understanding in how to use technology within the subject matter. World language classes can use technology to enhance what is being taught. Not only can a teacher describe what Latin America is like , but now can use technology to bring the students “there”.
This chapter talked about using Microsoft to help with the writing process. I really liked the idea of using the internet, chatrooms, email and video-conferencing to communicate with people from that area of study. I can see students being highly engaged using a video-conference or a chat with someone from another country.
Just like with any subject, many foreign language educators are in need of time to explore the technologies that are out there. Staff development time and planning is a must for teachers that are not using technology the TPCK way.
Monday, March 15, 2010
Chapter 10: “The role of TPCK in physical education” By Luke E. Kelly
Chapter 10: “The role of TPCK in physical education” By Luke E. Kelly
Who would of thought using technology in a PE class. Well if you go to OHMS you will see technology being used repeatedly. Small pieces of technology that are used might be a pedometer that the students are wearing throughout class or Dance Dance Revolution game going on to get the students moving around. Our school also uses Wii fit and other video games that support learning.
Technology plays an important role in PE educators. PE educators also need to have training on were to find these resources and how to set up game consoles. Technology is very motivating for students and to have a PE class that plays guitar hero or Wii tennis has proven to be motivating for our students.
The book does make a good point about the amount of TPCK used in a district depends on many variables and right now budget issues are going to be our next problem.
Who would of thought using technology in a PE class. Well if you go to OHMS you will see technology being used repeatedly. Small pieces of technology that are used might be a pedometer that the students are wearing throughout class or Dance Dance Revolution game going on to get the students moving around. Our school also uses Wii fit and other video games that support learning.
Technology plays an important role in PE educators. PE educators also need to have training on were to find these resources and how to set up game consoles. Technology is very motivating for students and to have a PE class that plays guitar hero or Wii tennis has proven to be motivating for our students.
The book does make a good point about the amount of TPCK used in a district depends on many variables and right now budget issues are going to be our next problem.
Chapter 8: “Placing the magic in the classroom TPCK in arts education” By: Nancy DePlatchett
Chapter 8: “Placing the magic in the classroom TPCK in arts education” By: Nancy DePlatchett
I really liked how this chapter spelled out the 21st century skills that our students need. The book also made the statement that, “Every single skill listed above can be enhanced through arts education.” (p. 167) This book is great for educators that do not see the importance of technology in a classroom.
Stepping out of your comfort zone is hard at times, but when I read about the great ideas and the success stories regarding pedagogy it is a motivator for me as an educator. This chapter related to that because when there are success stories from students it means that the teacher made the learning meaningful to them and without meaning the students have a hard time learning.
This chapter also talks about the “wicked problems.” I feel that there is also going to be “wicked problems.” The arts is a perfect place for TPCK. The arts embrace individuality and TPCK can be apart of their individuality and performances.
I really liked how this chapter spelled out the 21st century skills that our students need. The book also made the statement that, “Every single skill listed above can be enhanced through arts education.” (p. 167) This book is great for educators that do not see the importance of technology in a classroom.
Stepping out of your comfort zone is hard at times, but when I read about the great ideas and the success stories regarding pedagogy it is a motivator for me as an educator. This chapter related to that because when there are success stories from students it means that the teacher made the learning meaningful to them and without meaning the students have a hard time learning.
This chapter also talks about the “wicked problems.” I feel that there is also going to be “wicked problems.” The arts is a perfect place for TPCK. The arts embrace individuality and TPCK can be apart of their individuality and performances.
Sunday, March 7, 2010
Chapter 4: “Leveraging the development of English TPCK within the deictic nature of literacy: By Joan E. Hughes and Cassandra M. Scharber
Chapter 4: “Leveraging the development of English TPCK within the deictic nature of literacy: By Joan E. Hughes and Cassandra M. Scharber
When I read this chapter I had to take a deep breath because that is exactly how I feel as a teacher, sometimes overwhelmed with everything going on. The fact is that we need to continue to teach the content , but emphasizing on E-TPCK model.
I really liked how preservice teachers are starting to get this knowledge before they enter the field. This is so important. I did not graduate all that long ago and did not get nearly what I needed for technology help. I would of considered myself “good” at computers, but I had no clue how to use technology in a lesson plan. Because I love technology I have read about every article and book on how to use technology in a classroom.
I have noticed in the past two or three years the new teachers that we hire are much more proficient at incorporating technology appropriately. There now is quite a few younger teachers in our middle school and I would say that we have changed the culture of our school regarding technology. I feel very strongly that we should use what we have to help others out that are not so comfortable at the TPCK model.
I also want to talk about how the author criticizes the use of digital text. Look at the Kindle, IPOD’s online news papers. We are a digital world and yes there are classics to be read and cherished , but why not listening to it from your IPOD or buying it for your Kindle? What is the difference? I feel that the people/educators that resist new technologies are hurting themselves and their students.
When I read this chapter I had to take a deep breath because that is exactly how I feel as a teacher, sometimes overwhelmed with everything going on. The fact is that we need to continue to teach the content , but emphasizing on E-TPCK model.
I really liked how preservice teachers are starting to get this knowledge before they enter the field. This is so important. I did not graduate all that long ago and did not get nearly what I needed for technology help. I would of considered myself “good” at computers, but I had no clue how to use technology in a lesson plan. Because I love technology I have read about every article and book on how to use technology in a classroom.
I have noticed in the past two or three years the new teachers that we hire are much more proficient at incorporating technology appropriately. There now is quite a few younger teachers in our middle school and I would say that we have changed the culture of our school regarding technology. I feel very strongly that we should use what we have to help others out that are not so comfortable at the TPCK model.
I also want to talk about how the author criticizes the use of digital text. Look at the Kindle, IPOD’s online news papers. We are a digital world and yes there are classics to be read and cherished , but why not listening to it from your IPOD or buying it for your Kindle? What is the difference? I feel that the people/educators that resist new technologies are hurting themselves and their students.
Chapter 3: “TPCK in K-6 literacy education It’s not that elementary!” By Denise A. Schmidt and Marina Gurbo
Chapter 3: “TPCK in K-6 literacy education It’s not that elementary!” By Denise A. Schmidt and Marina Gurbo
I really enjoyed this chapter! I have very little experience at the elementary level. My children are starting to get to the beginning stages of reading and I am fully intrigued by the process.
I really think educators that don’t believe in technology should read this book. “What it meant to be literate a decade ago is not what it means to be literate today or will mean for tomorrow’s children.” (p. 62) This is a very powerful statement. Educators that are still teaching the same way they did 10-15 years ago need to change their ways. They need to realize that they may be hindering our students education.
Technology has changed the way we do things. We need to teach kids critical media skills. As Schmidt and Gurbo describe as informational literacy, computer literacy, and film and video literacy. This chapter did give a few websites and ideas of how to incorporate these ideas into teaching.
K-6 literacy is more then just reading and writing it also incorporates other things. Visual literacy is an important part of today’s classroom. The author’s say that teachers should use digital still camera’s and video camera to help with their experiences.
Reading is not just linear. Teacher’s need to know how to deal with non-linear text. Hyperlinks are a very useful tool when researching and reading for information. The authors of this chapter as in other chapters made a strong point that educators need to know how to use technology. “Just knowing how to use a computer is not enough anymore for today’s k-6 literacy teacher.” (p. 69) I have said this over and over again on my responses that there is a huge need for professional development regarding technology.
I really enjoyed this chapter! I have very little experience at the elementary level. My children are starting to get to the beginning stages of reading and I am fully intrigued by the process.
I really think educators that don’t believe in technology should read this book. “What it meant to be literate a decade ago is not what it means to be literate today or will mean for tomorrow’s children.” (p. 62) This is a very powerful statement. Educators that are still teaching the same way they did 10-15 years ago need to change their ways. They need to realize that they may be hindering our students education.
Technology has changed the way we do things. We need to teach kids critical media skills. As Schmidt and Gurbo describe as informational literacy, computer literacy, and film and video literacy. This chapter did give a few websites and ideas of how to incorporate these ideas into teaching.
K-6 literacy is more then just reading and writing it also incorporates other things. Visual literacy is an important part of today’s classroom. The author’s say that teachers should use digital still camera’s and video camera to help with their experiences.
Reading is not just linear. Teacher’s need to know how to deal with non-linear text. Hyperlinks are a very useful tool when researching and reading for information. The authors of this chapter as in other chapters made a strong point that educators need to know how to use technology. “Just knowing how to use a computer is not enough anymore for today’s k-6 literacy teacher.” (p. 69) I have said this over and over again on my responses that there is a huge need for professional development regarding technology.
Collaborating with colleague in completing Stage 1
The person I am doing the integrated unit with is our middle school librarian. We are going to teach the students researching skills. We have been discussing this unit for a quite a few weeks now. When we formally sat down, we went step-by-step through stage 1. Starting with MLR. What she will be doing next year fits perfectly with ELA’s, MLR.
She had many questions about how the essential question and understanding lined up. I showed her the book that we are using and she found it very helpful. We also spent a lot of time on the six faucets of understanding. Jen and I started to outline her stage 1. We were very excited about how this would look and what the students would get from this unit.
I am the middle school department head and have shown this process and this unit to my department. The department has decided to teach the same unit and also integrate with the librarian. This would be very beneficial to our students.
She had many questions about how the essential question and understanding lined up. I showed her the book that we are using and she found it very helpful. We also spent a lot of time on the six faucets of understanding. Jen and I started to outline her stage 1. We were very excited about how this would look and what the students would get from this unit.
I am the middle school department head and have shown this process and this unit to my department. The department has decided to teach the same unit and also integrate with the librarian. This would be very beneficial to our students.
Chapter 6 Toward democracy: Social studies and TPCK (Abstract and Synthesis) By Tara and Abby
Abstract
Social Studies is made up of many different disciplines which makes it as complicated in nature as is TPCK. It is very possible for technology to be added in and built-in in the curriculum of social studies. The main area that technology can be incorporated into the curriculum of social studies is through digital resources such as the Internet. This allows students to work in a non-linear environment and also to build critical literacy skills. When using the Internet to find historical resources and other material useful in the classroom students are sorting through material that is not well organized or arranged which is not a style of reading most students are familiar with.
The Internet is a wealth of information that can be used within the classroom to aid teachers and students in the learning process. Beyond using the Internet to learn critical literacy skills students can also use it as a tool to present information and create a forum for collaboration and communication between students. Teachers can also use the Internet and other technology to aid lessons in the field of social studies. There are many resources that are available to aid in history lessons and it is possible for teachers to promote understandings of spatial, human and physical systems. There are also possibilities for teachers to expand social experiences and to encourage economic literacy through the use of technology.
Social studies is a course meant to teach citizenship skills. Technology makes this more possible by providing real world experiences and involving experts in the classroom through communication and other collaborative tasks. Above all through using technology it is possible for the teacher in the classroom to make social studies more “authentic, critical, active” and meaningful to students.
Synthesis
Pedagogical actions framing teaching and learning
Everybody felt that social studies has a lot of freedom to use technology. Students need technological skills to be competitive in the real world. As educators we need to help students become prepared. Using technology has so many opportunities for our students.
We were in agreement that guiding students through the internet is important. Students need to be able to evaluate the information they find on the web. Also learning how to research is an invaluable tool that will contribute to becoming an effective citizen. Many of the responses talked about how students go to “google” or “ask” and type in the entire question. Students need to be taught how to use effective researching skills.
Almost everyone talked about helping students use non-linear text. Reading digital media is much different for many people. Part of using technology is teaching students digital reading strategies. The author of the chapter says, “Social studies teachers are working to develop critical medial literacy skills among their students.”
Negative Implications?
Many of the responses talked about the negative ways that students are using technology. Facebook, myspace, and texting were just a few that were talked about. The responses seemed a bit divided in that technology is hindering student education compared to advancing student education. Most responses did agree that teaching them, “Etiquette, responsibility, rights, safety and security” is the way to go. (Lee, p. 138) Lee also does a good job acknowledged these fears and provided suggestions and ideas that could help in a classroom.
Final Thought
Every response stated in someway that they took something away from the chapter that they could use in their teaching.
Websites:
Pre-K - United Streaming
Elementary-Apples 4 the Teacher
Middle School - Best History Sites
High School-Teachnology
Social Studies is made up of many different disciplines which makes it as complicated in nature as is TPCK. It is very possible for technology to be added in and built-in in the curriculum of social studies. The main area that technology can be incorporated into the curriculum of social studies is through digital resources such as the Internet. This allows students to work in a non-linear environment and also to build critical literacy skills. When using the Internet to find historical resources and other material useful in the classroom students are sorting through material that is not well organized or arranged which is not a style of reading most students are familiar with.
The Internet is a wealth of information that can be used within the classroom to aid teachers and students in the learning process. Beyond using the Internet to learn critical literacy skills students can also use it as a tool to present information and create a forum for collaboration and communication between students. Teachers can also use the Internet and other technology to aid lessons in the field of social studies. There are many resources that are available to aid in history lessons and it is possible for teachers to promote understandings of spatial, human and physical systems. There are also possibilities for teachers to expand social experiences and to encourage economic literacy through the use of technology.
Social studies is a course meant to teach citizenship skills. Technology makes this more possible by providing real world experiences and involving experts in the classroom through communication and other collaborative tasks. Above all through using technology it is possible for the teacher in the classroom to make social studies more “authentic, critical, active” and meaningful to students.
Synthesis
Pedagogical actions framing teaching and learning
Everybody felt that social studies has a lot of freedom to use technology. Students need technological skills to be competitive in the real world. As educators we need to help students become prepared. Using technology has so many opportunities for our students.
We were in agreement that guiding students through the internet is important. Students need to be able to evaluate the information they find on the web. Also learning how to research is an invaluable tool that will contribute to becoming an effective citizen. Many of the responses talked about how students go to “google” or “ask” and type in the entire question. Students need to be taught how to use effective researching skills.
Almost everyone talked about helping students use non-linear text. Reading digital media is much different for many people. Part of using technology is teaching students digital reading strategies. The author of the chapter says, “Social studies teachers are working to develop critical medial literacy skills among their students.”
Negative Implications?
Many of the responses talked about the negative ways that students are using technology. Facebook, myspace, and texting were just a few that were talked about. The responses seemed a bit divided in that technology is hindering student education compared to advancing student education. Most responses did agree that teaching them, “Etiquette, responsibility, rights, safety and security” is the way to go. (Lee, p. 138) Lee also does a good job acknowledged these fears and provided suggestions and ideas that could help in a classroom.
Final Thought
Every response stated in someway that they took something away from the chapter that they could use in their teaching.
Websites:
Pre-K - United Streaming
Elementary-Apples 4 the Teacher
Middle School - Best History Sites
High School-Teachnology
Sunday, February 28, 2010
Chapter 9: “ Science, technology, and teaching: The topic-specific challenges of TPCK in science,” By Raven McCrory
Chapter 9: “ Science, technology, and teaching: The topic-specific challenges of TPCK in science,” By Raven McCrory
I chose chapter 9 this week because the science department at my school struggles with using technology in their teaching. My goal from this reading was to come away with something that I could bring back to the science department.
McCrory states that science teachers should be able to problem solve with technology and to approach technology in a confident way. Those were just some of the basic “things” science teachers should be able to do. Not every science teacher can do basic management with their technology. There are still educators that have difficulty opening a web browser or connecting and turning on an LCD projector. I find this to be a huge problem. Students in the same school are getting different educations because some educators are more up to date with best practice than others. At my school this is not just a science issue, but a difficult situation across the school.
This chapter defines technology as, “Not only being computers and machines, but also methods, skills, and processes.” (p. 201) Many people say that science and technology go hand and hand. How can a person “do” science without technology or visa versa. McCrory did a good job explaining when a science teacher should use technology and how they should use it.
Science teachers need to have all parts of the TPCK to help students understand complex ideas about science. Knowing the content is a start, but also knowing when and what kind of technology to use with the content helps with misconceptions about science. McCrory also talks about the teacher knowing the students. To me this is the first step in planning a unit. The students should dictate what is to be taught based on their prior experience, not what the teacher was told to teach about the subject.
This chapter was very good in the aspect that technology should not just be used because we have to, but should be used to enhance student learning and to strengthen our teaching.
I have said numerous times in my previous post that there needs to be more staff development and again I am going to say that OHMS science department needs development with best practices in science based on what McCrory stated in this chapter.
I chose chapter 9 this week because the science department at my school struggles with using technology in their teaching. My goal from this reading was to come away with something that I could bring back to the science department.
McCrory states that science teachers should be able to problem solve with technology and to approach technology in a confident way. Those were just some of the basic “things” science teachers should be able to do. Not every science teacher can do basic management with their technology. There are still educators that have difficulty opening a web browser or connecting and turning on an LCD projector. I find this to be a huge problem. Students in the same school are getting different educations because some educators are more up to date with best practice than others. At my school this is not just a science issue, but a difficult situation across the school.
This chapter defines technology as, “Not only being computers and machines, but also methods, skills, and processes.” (p. 201) Many people say that science and technology go hand and hand. How can a person “do” science without technology or visa versa. McCrory did a good job explaining when a science teacher should use technology and how they should use it.
Science teachers need to have all parts of the TPCK to help students understand complex ideas about science. Knowing the content is a start, but also knowing when and what kind of technology to use with the content helps with misconceptions about science. McCrory also talks about the teacher knowing the students. To me this is the first step in planning a unit. The students should dictate what is to be taught based on their prior experience, not what the teacher was told to teach about the subject.
This chapter was very good in the aspect that technology should not just be used because we have to, but should be used to enhance student learning and to strengthen our teaching.
I have said numerous times in my previous post that there needs to be more staff development and again I am going to say that OHMS science department needs development with best practices in science based on what McCrory stated in this chapter.
Sunday, February 21, 2010
Chapter 7: Perhaps a matter of imagination TPCK in mathematics education
Chapter 7: Perhaps a matter of imagination TPCK in mathematics education
I chose this chapter to read second because I am curious to see how teachers use technology in a math environment. Out of all subjects taught I am least familiar with math.
The chapter opener about Einstein fit very well with the TPCK book. In math their needs to be a mix of imagination and knowledge in understanding. What a boring class it would be if all the teacher did was give the facts. This chapter talked a lot about creating lessons that are engaging for students. This is very true in all subjects. The problem for math pedagogy how and when should technology be used? This is some of the same problems that are seen in all subjects. There is need for teacher training and how are schools going to provide this for teachers?
I thought that it was very interesting that the NCTM recommends that all levels of mathematics use technology in a thoughtful way. If technology is used in the wrong way then it could be detrimental to the students learning. I struggle with the students using calculators and not understanding how they got their answers or even being able to know what 7x8 is in their head. Is that damaging to their learning?
This chapter really showed how much of an art using TPCK correctly is. Math teachers that are good at all aspects of TPCK have students that can give a working definition of what it is they are studying and can give examples of how to use it in real life situations. Connecting learning to their world is so important. It makes the learning more meaningful to the student.
“Technologies are essential tools within a balanced mathematics program.” (p. 156) This statement can be used for any subject area. The teacher needs to know their content and how to incorporate technologies in a unique way.
Chapter 7 really showed me that there is major need for staff development. With the budget issues the way they are I think teachers who are talented in using technology should step forward and collaborate with the teachers who are struggling.
I chose this chapter to read second because I am curious to see how teachers use technology in a math environment. Out of all subjects taught I am least familiar with math.
The chapter opener about Einstein fit very well with the TPCK book. In math their needs to be a mix of imagination and knowledge in understanding. What a boring class it would be if all the teacher did was give the facts. This chapter talked a lot about creating lessons that are engaging for students. This is very true in all subjects. The problem for math pedagogy how and when should technology be used? This is some of the same problems that are seen in all subjects. There is need for teacher training and how are schools going to provide this for teachers?
I thought that it was very interesting that the NCTM recommends that all levels of mathematics use technology in a thoughtful way. If technology is used in the wrong way then it could be detrimental to the students learning. I struggle with the students using calculators and not understanding how they got their answers or even being able to know what 7x8 is in their head. Is that damaging to their learning?
This chapter really showed how much of an art using TPCK correctly is. Math teachers that are good at all aspects of TPCK have students that can give a working definition of what it is they are studying and can give examples of how to use it in real life situations. Connecting learning to their world is so important. It makes the learning more meaningful to the student.
“Technologies are essential tools within a balanced mathematics program.” (p. 156) This statement can be used for any subject area. The teacher needs to know their content and how to incorporate technologies in a unique way.
Chapter 7 really showed me that there is major need for staff development. With the budget issues the way they are I think teachers who are talented in using technology should step forward and collaborate with the teachers who are struggling.
Monday, February 8, 2010
Chapter 6: Toward democracy Social Studies and TPCK
Chapter 6: Toward democracy Social Studies and TPCK
This chapter helped reinforce that I am using technology the right way. Teaching social studies is much more then just content. There are reading levels, IEP plans and personal circumstances that are involved in every class. John K. Lee explains that using the internet has so many opportunities for our students.
Using the internet for resources is a huge part of my class. There is not one particular book that my students are lectured from. Lee is right when he says that it takes an enormous amount of time to sort through materials that are appropriate for my students. This also means that what is appropriate for one class may not work for another class. The primary and secondary sources that are available on the internet give my students a way to become more active in their education.
Lee also talks a lot about how students need technological skills to be competitive in the real world. I am a true believer of this. As an educator we need to help students evaluate resources. What is true? What do I need to know from this source?
Lee also touches upon the idea that with unlimited access to the internet students have potential for plagiarism. The students that I have do not understand the seriousness of plagiarism in August, but when June comes around they know exactly how to cite and turn information into their own words. We assume that they know what plagiarism is. My point being and Lee’s point is that we need to teach our students how to “use” technology correctly.
I really liked the different ways that a social studies classroom could use technology through presentation of their work. Students love using technology to present their finished work. Many of my assessments end with some final product using technology.
How many times have I heard that technology is decreasing human interaction. I always roll my eyes at the people that say this. I really liked what Lee had to say about human interaction using technology. It is the real world and we are in the real world. There are so many issues with harassment using facebook, myspace and texting , but instead of blaming it on technology we need to teach our students and parents how to use this tool for good. Teaching them, “Etiquette, responsibility, rights, safety and security” is the way to go. (Lee, p. 138)
This chapter gave me a great resource for my colleagues that struggle with using and understand the importance of technology. I will be using this chapter in my department meetings as well as the leadership team meetings.
This chapter helped reinforce that I am using technology the right way. Teaching social studies is much more then just content. There are reading levels, IEP plans and personal circumstances that are involved in every class. John K. Lee explains that using the internet has so many opportunities for our students.
Using the internet for resources is a huge part of my class. There is not one particular book that my students are lectured from. Lee is right when he says that it takes an enormous amount of time to sort through materials that are appropriate for my students. This also means that what is appropriate for one class may not work for another class. The primary and secondary sources that are available on the internet give my students a way to become more active in their education.
Lee also talks a lot about how students need technological skills to be competitive in the real world. I am a true believer of this. As an educator we need to help students evaluate resources. What is true? What do I need to know from this source?
Lee also touches upon the idea that with unlimited access to the internet students have potential for plagiarism. The students that I have do not understand the seriousness of plagiarism in August, but when June comes around they know exactly how to cite and turn information into their own words. We assume that they know what plagiarism is. My point being and Lee’s point is that we need to teach our students how to “use” technology correctly.
I really liked the different ways that a social studies classroom could use technology through presentation of their work. Students love using technology to present their finished work. Many of my assessments end with some final product using technology.
How many times have I heard that technology is decreasing human interaction. I always roll my eyes at the people that say this. I really liked what Lee had to say about human interaction using technology. It is the real world and we are in the real world. There are so many issues with harassment using facebook, myspace and texting , but instead of blaming it on technology we need to teach our students and parents how to use this tool for good. Teaching them, “Etiquette, responsibility, rights, safety and security” is the way to go. (Lee, p. 138)
This chapter gave me a great resource for my colleagues that struggle with using and understand the importance of technology. I will be using this chapter in my department meetings as well as the leadership team meetings.
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