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.

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.