TPCK Chapter 2 Reflections

Margaret Nerney
EDU 583- Cohort 1
Chapter 2: Bridging digital and cultural divides
TPCK for equity of access to technology
Due: January 21, 2009

The author’s definition of equity of access is certainly not what I had originally defined it as. I, like most educators, had limited it to the availability of equipment or Internet access. The three levels of access were not something that I had consciously previously considered in regard to technology. In fact, cultural awareness is just something that I try to be aware of all of the time. So it was important for me to see the author’s acknowledge
The lack of specific strategies for dealing with the three levels was a bit frustrating. I envisioned some sort of examples to help clarify the way to be technologically aware of cultural bias. It seemed as though the author’s blamed their lack of examples on it being a “wicked problem”, but a few specific suggestions would certainly have helped my teacher toolbox to expand.
I worry that I am a defensive teacher with my 5th graders. I really limit their own exploration in the lab because they are unable to do the tasks that I assign in a reasonable time frame. The first assignment I had was for them to type their newspaper article and use the computer to create a picture for their column. This simple task took almost three weeks! I was shocked. The next assignment was handled in a more controlled way. I hope that the book deals with strategies for teaching those socio-economically disadvantaged children who don’t come prepared with those basic typing and formatting skills. I felt like an ogre when I read about the “wait for me” aspect of the defensive teacher. I really did that. I wouldn’t let them go on until I checked their work and really took the fun out of the computer work. I will have to pay attention to that as this course goes on. I had always felt like I was a technology savvy teacher, but I had always worked with high school kids who had been taught the skills in middle school. Being the middle school teacher is a WHOLE different ballgame. I do need some new strategies to help equal the playing field.
One of the things that I would like to try, after reading section two, is a parent training session. Since I have been in the district, I have only seen one parent night to address the PowerSchool needs. I know that I get a lot of parent calls or emails due to a lack of navigational skills, so I would really like to try to work with them to improve our communication. I don’t know that it is really an access to equipment issue, so much as an access to the teaching (the 2nd digital divide) necessary to maneuver the program. Even though I post my assignments with the requirements and an explanation, the parents can’t figure out how to get to it. I really want to help parents to help their children. I know that it won’t happen overnight, but maybe getting a conversation around this started at my next team meeting is the first step.
Overall, I really looked at equity through a different lens, and that is always a good thing. This chapter allowed me to be reflective on my practices and to see some of my weaker areas. It is hard to admit that I still have so much to learn, but I think the supplemental texts that I purchased will give me more of those skills and specific strategies that will aid me in those changes.