TPCK Chapter 4 Reflections

Margaret Nerney
EDU 583 (Cohort 1)- Dr. Grace Ward
Ch 4: Leveraging the development of English TPCK within the deictic nature of literacy
Due: February 11, 2009

When I first encountered the TPCK model, I could not understand why technology required its own circle. I queried the isolation of technology because of its seamless integration into so many of the effective classrooms I have observed. Yet, my experience is limited to my district and those districts around mine. Our local school districts have certainly embraced and appreciate what technology has to offer. Our state, in fact, is ahead of so many others due to our one-to-one laptop program. We, as Maine educators, see the growing wave of the information age, and are preparing to surf in with appreciation and integration rather than get knocked down, dragged under, and swept away by the strong currents of tradition and resistance.
I certainly agree with the author that my eager acceptance of technology may result from the experiences that I have had as an undergraduate and in my first few years of teaching. UMF provided an excellent technology-based education program that allowed exploration of the technologies available at the time and preparation for how to stay up to date. Although we weren’t taught in content specific cohorts, as was the case at the University of Minnesota, I was guided through the integration process for my content area during my practicum block and through the demands of the UMF teaching standards. Technology was an emphasis during my undergraduate years and remained so through my district’s technology-integration goals. Shouldn’t that be the case for all educators?
My principal placed great value on technology in the classroom, and required all of her teachers to set a technology related goal each year. We were provided the assistance of a technology integration specialist and a fabulous technology center. Right from the start, I was provided with a digital projector and even allowed to purchase digital-video recording equipment to enhance the learning of my students. Like Nell, the 26-year veteran teacher from the chapter, I felt completely supported and challenged each year to improve what I was doing and to think in relation to my learning/ teaching goals. The process was painless and continues to help me grow as a teacher and technology integrator. So what if you don’t have a Jeanne Tucker?
This chapter really made me stop and consider the issues that other English educators are experiencing around the country. How can anyone be expected to utilize tools that they haven’t been exposed to or to make innovative integrations of technology without support? No wonder there is often resistance to this new change. It is simply human nature to fear the unknown. But with standards being changed to account for this need in education, something has to be done.
Technology is not just a tool for instruction; it creates needs for new skill sets. In the realm of English education, students need to know how to interact with the new web-based writings and readings that they are exposed to daily. As Amity Beane mentioned in her presentation on technology at UMF’s Teaching in a Diverse World Conference, students need to know how to safely and effectively interact with this new web audience. Amity can’t just introduce them to Facebook or YouTube and set them loose; she has to prepare them for the dangers they could encounter by revealing too much information and explore the importance of building a safe network. It is certainly clear that technology integration is a “wicked problem.”

Resources:
High School-
As many of us are including the use of web 2.0 tools in our classrooms, we should also be teaching the safety tips necessary for using those tools safely. This website outlines issues from the many perspectives of those involved. It has information for the kids themselves, their parents, and teachers. There are tips for cellphone use, facebook, chat rooms, etc. There are even contracts that parents can use with their children.
* http://www.safeteens.com/

Middle School-
http://www.teachertube.com offers great links to videos made by teachers and students. This site focuses on educational needs. I was looking for a how-to video on claymation and came across this art teachers video.
* http://www.teachertube.com/view_video.php?viewkey=2f06561da22d9c89ac74
After some 'playing', I came across this cute and simple introduction to what a wiki really is. I know that my middle school students haven't used one before, so I thought this would be helpful for them.
* http://www.teachertube.com/view_video.php?viewkey=51aeb480ecbd988cd8cc

Elementary-
This chapter references digital storytelling, which I researched because I thought it would go well with the traditional storytelling aspect of my Wabanaki perspective unit. I stumbled upon this article which provided an example of one teacher's use in his classroom and many tips. I found it helpful because I am already comfortable with iMovie, but my students are not.
* http://www.infotoday.com/MMSchools/jan02/banaszewski.htm