BLOG 7
BLOG 7 Chapter 12 In-service Education
TPCK in In-serviced education
Assisting experienced teachers with technology is an issue that must be addressed.
The chapter states that Teaching is like jazz, a well practiced fusion of careful creative planning and spontaneous improvisation that is definitely needed.
There is no single technological solution that applies to every course, or every view of teaching for every teacher. The author points out that quality teaching requires developing a nuanced understanding of complex relationships, technology, content, and pedagogy, and using this understanding to develop appropriate context specific strategies and representations.
This is a great description of teaching and the use of Simile to describe teaching. As an educator, you have to let children know that you care. It has to be genuine. So one of the key components in the work that we do entails building relationships.
It takes a special quality to be teacher. Spontaneity and creativity is not something that is learned. This is a natural technique that comes from within. These are the qualities that make a great teacher. So if you have these qualities, the infusion of technology will be seamless with these teachers.
Like jazz, much of good teaching is context dependent, yet it follows predetermined somewhat predictable structures. This is a continuously being explored.
The author explores what happens when experienced teachers integrate educational technologies into curriculum based learning and teaching?
Technology integration: a vamp
Swing is an adjective not a noun.
The author points out that Recent conceptions of technology integration focuses on curriculum based, educational uses for digital tools and resources rather than the affordances themselves.
Integrating technology is not about technology-it is primarily about content and effective practices.
This is one of the main concepts that we have focused on this year. Our goal has been to make the integration of technology a seamless process. We have realized that this indeed requires a lot of time.
Technology Integration: the pervasive and productive use of educational technologies for purposes of curriculum based learning and teaching.
It is essential that technology goals are focused on this purpose.
Studies of K-12 teachers instructional applications of educational technologies to date show many of the uses of technology to be unsophisticated, limited in breadth, variety, and depth.
Only a tiny percentage is doing the right types of things in regards to technology.
Given the discrepancy between leaders visions and practitioners actions should be more strategic and context dependent
More efficacy and extension focused integration
Clearly, teacher need curriculum related content knowledge to do their jobs effectively.
How do students understand subject matter?
Pedagogical content knowledge is specific for each content area.
Koehler and Mishra are among a growing number of scholars who have rcognized that a particular type of pedagogical content knowledge (Technological PCK) is what teachers must develop to effectively integrate use of educational technologies into curriculum based instruction.
Pole(1998)man’s two year classroom based research looked at a project based program in which students bid by suggesting topics that they would like to research, then negotiated the details of the projects based upon those possible topics.
One of the things that we will be focusing on is student engagement and the work of Ann Davies. This process invites students t the educational process.
Knowledge building activities are those in which students build content related understanding through information based processes. In the view images activity type, digital and or non- digital images can be used to reinforce readings or points made in class presentations etc.
As described in the chapter, an activity approach to TPCK focused pd for experienced teachers do not preference any particular teaching style or approach.
Developing and implementing Good teaching practices for technology is an ongoing issue that must be addressed.
After all, as in jazz music, there are many different styles and traditions of teaching in which experienced teachers situate themselves via their practice.
TPCK in In-serviced education
Assisting experienced teachers with technology is an issue that must be addressed.
The chapter states that Teaching is like jazz, a well practiced fusion of careful creative planning and spontaneous improvisation that is definitely needed.
There is no single technological solution that applies to every course, or every view of teaching for every teacher. The author points out that quality teaching requires developing a nuanced understanding of complex relationships, technology, content, and pedagogy, and using this understanding to develop appropriate context specific strategies and representations.
This is a great description of teaching and the use of Simile to describe teaching. As an educator, you have to let children know that you care. It has to be genuine. So one of the key components in the work that we do entails building relationships.
It takes a special quality to be teacher. Spontaneity and creativity is not something that is learned. This is a natural technique that comes from within. These are the qualities that make a great teacher. So if you have these qualities, the infusion of technology will be seamless with these teachers.
Like jazz, much of good teaching is context dependent, yet it follows predetermined somewhat predictable structures. This is a continuously being explored.
The author explores what happens when experienced teachers integrate educational technologies into curriculum based learning and teaching?
Technology integration: a vamp
Swing is an adjective not a noun.
The author points out that Recent conceptions of technology integration focuses on curriculum based, educational uses for digital tools and resources rather than the affordances themselves.
Integrating technology is not about technology-it is primarily about content and effective practices.
This is one of the main concepts that we have focused on this year. Our goal has been to make the integration of technology a seamless process. We have realized that this indeed requires a lot of time.
Technology Integration: the pervasive and productive use of educational technologies for purposes of curriculum based learning and teaching.
It is essential that technology goals are focused on this purpose.
Studies of K-12 teachers instructional applications of educational technologies to date show many of the uses of technology to be unsophisticated, limited in breadth, variety, and depth.
Only a tiny percentage is doing the right types of things in regards to technology.
Given the discrepancy between leaders visions and practitioners actions should be more strategic and context dependent
More efficacy and extension focused integration
Clearly, teacher need curriculum related content knowledge to do their jobs effectively.
How do students understand subject matter?
Pedagogical content knowledge is specific for each content area.
Koehler and Mishra are among a growing number of scholars who have rcognized that a particular type of pedagogical content knowledge (Technological PCK) is what teachers must develop to effectively integrate use of educational technologies into curriculum based instruction.
Pole(1998)man’s two year classroom based research looked at a project based program in which students bid by suggesting topics that they would like to research, then negotiated the details of the projects based upon those possible topics.
One of the things that we will be focusing on is student engagement and the work of Ann Davies. This process invites students t the educational process.
Knowledge building activities are those in which students build content related understanding through information based processes. In the view images activity type, digital and or non- digital images can be used to reinforce readings or points made in class presentations etc.
As described in the chapter, an activity approach to TPCK focused pd for experienced teachers do not preference any particular teaching style or approach.
Developing and implementing Good teaching practices for technology is an ongoing issue that must be addressed.
After all, as in jazz music, there are many different styles and traditions of teaching in which experienced teachers situate themselves via their practice.
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