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.
Sunday, February 28, 2010
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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