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.