Science, Technology, and Teaching The topic-specific challenges of TPCK in Science

This chapter echoes the theme that has been running through the last several chapters that I have read. Preservice institutions must design their programs to include uses of technology integral to their content courses. It is the author’s premise that then preservice teachers will graduate with a small repertoire of tools and a deep knowledge of the role technology can play in their content area, specifically science.
Other simple statements, made by this author, can be applied to all content areas. His discussion of proposal characteristics for what reasonable and manageable technology knowledge would be for a science teacher is what I believe is reasonable and manageable for all content areas and all grade levels. He proposes that the teacher be a regular computer user that manages and troubleshoots issues in personal use, be willing to approach new technologies with confidence and know where to turn for help, and lastly be willing to try something new. I really agree with this.He makes another statement earlier in the chapter that planning for using a technology for the first time is not unlike planning for any new resource. These two points are the core of developing an attitude that makes for success in TPCK and in many aspects of teaching.
Another point made in this chapter is one I was discussing with my student teacher this morning. Although we were discussing an issue in her Mathematics unit it is applicable to this chapter on Science as well as other content areas. My student teacher wanted to use the Smartboard for a geometry unit. She had borrowed a laptop from school which she had difficulties with when taken off the network. She then ran into one problem after another. I then asked her why she wanted to use the Smartboard. What did it add to her lesson? Did it support the concept being taught in a unique way that helped the children gain a better understanding than traditional materials? Were the children learning from the technology itself? As the conversation developed we discussed that in this case, the technology wasn’t offering significant value to the content being introduced. As the author states teachers need to decide what technology to use and when to use technology.
While much of the chapter reiterated what has been proposed in previous readings I liked this chapter the best so far. The design of how TPCK was organized and the realistic, simplistic way this author explained his points appealed to me. An example is how he concluded with the statement, “ ...we teach teachers as we wish them to teach.” I think this simple statement really says it all.

Leveraging the Development of English TPCK within the Deictic Nature of Literacy

I thought that it was interesting that this chapter began with the statement that TPCK is a temporary concept that will, in time, be incorporated as an aspect of CK, PK, and PCK as technology integration becomes more centralized in schools and as teacher preparation and professional development catches up with the technology explosion. I’m not sure that I wholly agree. I understand what the authors are proposing but feel that the rate and type of technological changes occurring make the explicitness of the TPCK concept one that will constantly have to be revisited.
As the chapter unfolded I was interested to read about the author’s recommendation that professional developers need to design content-rich learning opportunities that would strengthen content knowledge and pedagogical knowledge and TPCK. This was of interest because of the many meetings I attended as a district Technology Integrator. During these meetings we were often told that the teachers were the curriculum experts. They were in charge of relating technology tools to their practice. This was not our job. We often argued that separating content and technology was not an affective form of professional development. Now the district is following a course that reminds me of the vignette bout Laura. We are providing our teachers with the latest in equipment; that is readily available. Minimal professional development is offered and little or none is content-focused. An individual teacher can request one-on-one support if they know what they want and have an idea of the software/hardware that they want support with.
The chapter concludes with the recommendation that practicing teachers focus on new content knowledge (such as new literacies) in order to create cognitive conflict and growth. While I see this occurring in our grad. school class I don’t see this as a solution that will be happening in our district professional development; especially with the budget cuts that are happening.
While this was a chapter designated for English education I felt that it was really applicable to all content areas. No matter the content area, content specific technology integration taught in conjunction with content knowledge and pedagogical knowledge is a richer and more successful strategy. This seems to be what Dr. Grace is referring to as she describes her preservice work with Dr. Theresa. I am sure that we will hear more about their project/program.

Stage 1 Planning with Partner

Stacey Augustine and I are both partnering with the Elementary Art specialist. We decided that we’d meet with her as a team to introduce the Understanding By Design planning process. The experience of working with our colleague was both interesting and somewhat frustrating. Finding time to meet was difficult. Our partner teaches Art in several elementary schools in the district and is not at Mallett School everyday. When she is she is usually playing catchup. Then we had to coordinate Stacey’s and my schedule as well. We finally found a time that all of us could free up to get together.

We had a good conversation. Our partner really wanted to support our work and integrate art into classroom content. The paperwork aspect of the unit design felt overwhelming to her and she felt that she was there was a high expectation of work for her when she was not involved in taking a course and receiving credit. We reassured her that we would do our best to limit the time and workload expected of her. As she is considering beginning a Master’s Program we offered to serve as a support and offered her our classrooms to tap into, if needed, during her program of study.

We began by sharing my completed Stage One template for the Language Arts part of the Unit. I walked Kim through the process and the basic organization. We discussed the lack of activities at this point and discussed focusing on the learning that will come from the unit. This was difficult for her. She continually referred to projects and lessons that she was used to teaching. I decided that the best place to start filling in a blank template, for her part of the collaborated unit, was to begin with the standards. This proved to be a little more difficult than I anticipated. Kim explained to us that MSAD9s Art standards are currently being revised and that she feels there will be significant change. With this in mind I suggested we use MLR for our planning. I showed her how to access the MLRs online. When viewing these I realized how broad they were. We chose PREK-2 A1 Artist's Purpose: Students recognize a variety of purposes for making art, including telling a story, communicating emotion, or beautifying functional objects. These standards were appropriate for Stacey’s unit as well. We discussed the conceptual lens of perspective that both Kim and I would be using in our unit. We then reviewed my essential questions and agreed that one of them “ Why do people see things differently?” could also be used for her part of the unit as well. The process was then repeated with Stacey’s template.

Our next step was to tackle the understandings followed by the key knowledge and skills. Again we began with my Fairy Tale unit. This was a little more challenging to support as I am not familiar with some of the Art concepts and processes needed to teach perspective. My job became to prompt, question, encourage and guide the conversation. The six facets section was definitely difficult and we both still have more work to do in this section with Kim. We were nearing the end of the time she was able to devote to the process and we felt it was best not to hurry but to reflect and regroup.

Before we ended our conversation Stacey and I both share shared the performance tasks we had created with Kim.We showed her the type two technology grid and explained the rationale for the technologies chosen. This excited her the most. I think she saw how she could “fit” into the assessments and better understood the knowledge and skills that were needed for successful completion of the tasks.

We have more conversations to come but I felt that together, we had made a good beginning.

Chapter 6 Social Studies

Toward democracy
Social Studies and TPCK
John K. Lee

It was interesting that this chapter put the responsibility for preparing future citizens for participation in a democracy on Social Studies and technology. Lee defined Social Studies as, “ the study of subject matter for democratic life.” In our earlier Philosophy course, Dewey defined education’s role, as a whole, as being preparation for a democratic society. I find that I still agree with Dewey. It is part of all content areas, across all grade levels to model and prepare students for their place in a democratic society. I do see however how Social Studies affords a perfect forum for this work and the inclusion of technology enhances and transforms the work. Historical source materials open a new avenue to research. This can include not only the use of them but opportunity to participate in their creation. I personally, and my class as well, is working on a grant with Maine Memory Network/ Mantor Library and the Farmington Historical Society to digitize, and catalog historical artifacts and create exhibits on their site. This work is giving my students an authentic audience for their historical learning. Google Earth is an awesome example of using technology for Geography instruction. I was excited to learn, this past weekend, that Google Earth now has a feature that allows one to compare, side-by-side, a location as it exists currently and in the past. This will be a wonderful feature for me to use to help my students compare and contrast life “now and then.” Our recent election showed the impact and the power of the Internet on politics. Including this in governmental studies is crucial for our future citizens.
It was additionally interesting to me that the author emphasized Social Studies’ central role in developing critical media literacy skills. In Technology Committee meetings discussion has focused on Media Specialists as having the responsibility for instructing students in digital literacy skills. This never made sense to me. I recognize that these are vital skills but have thought that they were better repeatedly taught, in context, in all content areas. Social Studies certainly is one forum for this instruction; but not the only one. At the second grade level I am working with my students on Internet safety and in beginning to look at sites critically for validity when conducting research.
Global interaction and collaboration can add much to the Social Studies curriculum. I have looked at iEARN, KidLink and other global project sites and hope to have my class participate in one at some point.
In my Internet travels I came upon an advertisement for a conference for high school Social Studies teachers. Professional Development was being offered to support teachers in making history come alive through presenting history through mystery questions such as: Who killed the Iceman? What really happened at the Battle of the Little Big Horn? What became of the lost colony of Roanoke? Who was the Man in the Iron Mask? How did Cortez conquer the Aztecs? Internet resources were being shared to support student research. I thought about how engaging these questions were and how much better I would have liked history in high school if I were engaged in a process of teaching and learning that made history come alive.

Reflection on TPCK in Arts Education - Chapter 8

This chapter verifies how necessary Arts Education is, how technology supports and transforms it and how important it is to integrate the arts and accompanying technology into other content areas. The point is made that this is especially timely as budget constraints are resulting in cuts in these areas. Edutopia has a timely article on this very subject this month.
I was interested in the list “The Partnership for the 21 rst Century” reported as necessary for students to have to meet the demands of the twenty-first century. This reinforced what I have read and seen reported in other documents. Additionally author, Nancy De Plantchett, claims that everyone of the skills listed can be enhanced through arts education. This really stood out to me. Recently I had had a conversation with the Elementary Art teacher. She was relating her apprehension as we head into budget preparation. She is nervous about the Art and Music positions. She told me of several schools that were considering making substantial cuts in these areas. My daughter teaches in a small Downeast elementary school and she told me that Art and Music positions were both being considered for cuts there. Arts Education rarely get the same emphasis as core content areas. They are considered extras or enrichment rather than vital content. Little time is allotted for their instruction and this is without considering technology integration. The case is certainly made for the regular education teacher, or in upper grades for content area teachers, to integrate arts into their content area instruction.
Arts integration should be considered or expanded not only to support the arts but as a way to access effective learning and implement research on cognitive learning theory. Arts education integrates assessment and instruction and emphasizes “cognitive theory-based experiential learning, inquiry, and exploration.” This reading also stressed that arts education allows students to maximize the use of both brain hemispheres. Opportunities to access multiple intelligences is another reason to integrate the arts and technology in other content areas. Project Zero was founded at Harvard Graduate School of Education to study and improve education in and through the arts. Howard Gardner is involved in this program that believes that arts learning should be studied as a serious cognitive activity, but that "zero" had been firmly established about the field; hence, the project was given its name. This is an awesome site to investigate.
This chapter provided a wealth of examples and links to support TPCK in Arts Education. Arts Education was subdivided into: visual arts, music, dance, drama, and media production. Some of the sites were familiar to me but as I continued reading I realized my familiarity was in Art, Music and Media. I haven’t ventured into the areas of drama and dance using Internet resources. There are several sites that I plan to explore and bookmark when I am back in school and using a faster network than dial-up. The Old Sturbridge Village Kids Club is recommended as having information about drama and history integration for young students. This could be integrated into the early history unit I am currently teaching. This is just one example. There were many other sites, especially The Kennedy Center's ARTSEDGE, a k-12 site that appears to have helpful information, interactive displays, activities, shows and museums.
The concluding section brought back the reality of the “wicked problem” of integrating the Arts with and without technology. As elementary teachers we used to include art projects, sing poetry and songs, work on skits and puppet shows with our students. Much of this is no longer done as our focus is on reading and math. Social Studies and Science instruction is also taking a backseat to these areas. My challenge is not to allow technology, the Arts, Social Studies and Science to be extras in my classroom but to integrate them into literacy and math instruction. I need to take advantage of the many supportive materials and tools that the Internet makes available.I need to harness the many benefits that all of these areas have to offer and that are vital to our future citizens. I need to not let the questions of “When?” or “How Can I Find the Time?” be roadblocks but be willing to take one step at a time.
Great additional links, for Arts Integration, not mentioned in the chapter reading follow. I have chosen to organize them by art content areas. Many cover the K-12 grade span or can be modified to do so.

Art
Artrageous Thinking - thinking like an artist.
Art Sparklers - ideas
Art Junction - a collaborative art space for teachers and students see Artist Trading cards and much more.
Music
Science of Music-Explore the science of music, through these online exhibits, movies, and questions. Along the way, you can compose, mix, dance, drum, experiment, and above all…listen.
www.ikeepbookmarks.com/mallett - In the Podcasting folder you will find Tutorials for Audacity and Garageband as well as sites for free music and sound effects for audio track projects.
Dance/Drama
ArtsWork- Integrated arts site that has k-12 lessons that integrate the arts into many content areas.
Virtual Tours
Virtual Tours of over 300 museums around the world.
Metropolitan Museum of Art
And lastly, The Portland Museum of Art has a teachers' resource section on their website that features Maine educator made lessons and assessments that match Maine Learning Results.

Reflections On Chapter 3 TPCK in K-6 literacy education

Over the past two or three years I have followed articles, in Edutopia and discussions by Alan November and David Warlick, on the changing definition of Literacy. Last Spring I presented this information to MSAD9’s School Board as part of the budget process. The information presented in Chapter 3 reaffirms the information I had been following.
I had read articles that noted the changed definition of literacy from: the ability to read, write and effectively communicate in English; to the ability to read, write, and communicate in another language and through multimedia. Last year I read an even broader definition which included all the previously mentioned categories as well as the ability to program.
In TPCK, authors Denise Schmidt and Marina Gurbo present the idea that educators must consider the effect that multimedia and electronic environments have on the traditional view of literacy education and adjust their teaching accordingly. In light of the ever changing definition of literacy this seems timely and necessary. Additionally educators need support, through professional development, to do so.
As Early Childhood Educators it is our primary charge to develop readers and writers. That is our primary content. There are many strategies and researched -based methods to consider while teaching reading and writing content. A K-2 teacher must know these and know which are suitable developmentally for the grade level, class, groups and individuals that they teach. Borrowing a term introduced in this text this becomes another ‘wicked problem’ for the educator. Adding technology adds another layer to this complexity.
While I use technology in my literacy instruction, I find it difficult to keep up with the multitude of possibilities. This year I decided to add a few elements to my classroom that I thought I could manage and that would motivate my students and have impact on their learning. Next year I will reevaluate and make changes and additions.
This year my students use word processing to edit and make final drafts of the stories they have written. Recognizing a need for audience, for both comment and motivation, students aid in posting their writing on a classroom wiki. Families can view and comment on student writing. Additionally, Seniors from Leavitt High School and one of Johanna’s Princes’ undergraduate classes, send comments about writing elements that students are trying to incorporate into their writing. My students love the interaction and are motivated to put their very best up on the wiki for feedback. As well as showcasing individual writing, students work in pairs as reporters to write classroom news.
Another way that I am using technology is through the creation of a bookmark site for Word Study practice and online books. Spelling words and sight vocabulary can be reinforced through many online games. Students can listen to authors read their works as well as readings by many of the young television stars they are familiar with. This supports many of my students who do not have anyone at home willing or able to read to them. It also presents models for fluency and expression.
Podcasts are another way I am using technology as a tool to capture retelling, fluency and expression. Students repeatedly practice reading when they know that they will become “stars.” These can be shared with families to document and communicate progress.
I am exploring Global Writing Projects to further aid in the effort to enhance and transform the reading/writing connection.
There are so many different tools and pieces of software that can be used. I need to further explore possibilities, including some of the sites mentioned in this chapter, and make decisions about which will be most beneficial to support and enhance my literacy content and pedagogy.

Chapter 2

TPCK - Chapter 2 Reflection

A statement made in the text really stood out to me. M.A. Kelly states, “Whether technology helps to increase achievement for all, or merely exacerbates existing inequities, is largely dependent on how it is used in the schools.” This statement sums up an internal struggle I have been wrestling with this year.
I mentioned previously that I was the K-3 Technology Integrator for MSAD9 these last six years. Most of my time in this role was at Mallett School, as it had both the largest population and the largest number of teachers interested in technology. Now that my position has been cut, and I am back in the classroom, I see a dramatic decrease in the use of technology. I’ve heard comments such as, “ I haven’t taken my students to the lab yet this year. I know that I should go at least once before the year’s end.” or “ Now that I don’t have support I’m not planning on doing anything.” Chapter 2 discussed inequities in technology but an additional one is within the school itself. Students, at least in the MSAD9 district, and I would presume to generalize this issue to other districts, have an inequitable experience depending on their classroom placement.
I had hoped, thought, that I had done a better job of helping teachers to see the benefits of technology integration; how technology, curricular content and pedagogy interrelated and supported learning for all. I knew that there would be a decrease in use once my position was eliminated but I had thought it wouldn’t be quite so drastic.
In my second grade unit, of four classrooms, I am the only one that integrates technology on a regular basis. I am very fortunate that a laptop cart is housed in an extra room across the hall. My students can often be seen traveling across the hall to get a laptop for word processing stories for our classroom wiki, researching, dictionary use, e book libraries, spelling practice, math practice, project use, or to get the projector cart or Smartboard. I feel that one of my strengths is using technology to support and transform learning. Our classroom wiki has provided my students with outside comments on their writing pieces and growth. We created a historical calendar of area inventors, as a fund raiser, as part of our local history and invention unit. Students digitized artifacts and photographs for this. As we study the founding of the Sandy River Valley we are preparing to create a claymation video of Stephen Titcomb’s arrival in the Farmington area and his family’s settlement. Both of these experiences are to help make history alive and understandable for young students who developmentally have a difficult time with the concept of time. Making scenery, dressing characters and reenacting the story will help young students compare and contrast time “then and now.” The video will be uploaded to Maine Memory Network for global viewing. The technology supports this process. The learning of the tools and applications are embedded in the greater work of recording history.
While I feel good about what I am doing I know I have much to do. I feel that I have a democratic classroom and that children have a voice in decision making and in their learning. I feel that I am working to have a technologically equitable classroom but I am not “ all the way” there yet. I think that the gap between my students with access at home and those without is narrowing. Learning in the classroom is for all whether technology is included or not. I think that daily incorporation of technology tools is helping to take the “ novelty” of using a digital camera, a scanner or a laptop away. All of my kids set up and put away projectors and the Smartboard. I still am working to make sure that all of my students have feedback on their wiki entries. I am searching out college and high school classes that will give my students an audience for writing. At parent conferences students without access showed their parents our wiki. I have encouraged public access through the public library but know that that has not been taken advantage of. I know that MSAD9 had a once a week lab open to parents and students but stopped this practice last year due to poor attendance.
I feel that I have made a start in building a TPCK foundation in my classroom. I know I have much work to do. I am excited by the potential of this course and the discussions and sharing we will have and the growth I can make.