Technological Pedagogical Content Knowledge:
A Framework for Teacher Knowledge
by Matthew J. Koehler & Punya Mishra
In this article, Koehler and Mishra develop a theory to explain the elements of quality teaching in today's technological world. Devices that we use every day are being constantly updated and thrust into classrooms through students' dependence as well as educational tools. As the authors state, "these new technologies have changed the nature of the classroom or have the potential to do so," (1023). Whether or not teachers want to take time to learn and teach new skills, technology will not be kept out of the classroom nor will it cease to develop. Koehler and Mishra state that simply bringing technology to the classroom is not enough; quality teachers must have a thorough understanding of how to incorporate it into lessons as well as make it useful and understandable to students. This includes knowledge about the subject matter (content knowledge), knowledge about the processes/methods and how it applies to educational goals (pedagogical knowledge), knowledge about technology and all combinations thereof. By understanding all of these areas and how they relate, teachers will be able to adapt to different teaching situations and employ all available resources to provide a quality learning environment.
This article justifies the need for this course. Teachers emerging into classrooms in such a technology-focused society need to know how to incorporate it into lessons and enable students to use it to their advantage. Without the understanding of different technologies, our lessons will become less relevant to the world we send our students into. The necessity for technology in education is rising but is useless unless we can present it to students with the knowledge of how it works and applies to their lives. This will be critical in the Early Childhood classrooms; elementary education will be vastly different from the classrooms we grew up in--and we must prepare our students with the skills they will need. This includes introducing them to computers and computer programs at a very early age. Understanding how to incorporate computer programs that support their learning as well as prepare them for more advanced programs without sacrificing necessary human interaction and activities for their cognitive, emotional, and social development will be the challenge we face as new teachers.
Tuesday, August 31, 2010
Finding the Balance
Technology in Early Childhood Education: Finding the Balance
by Judy Van Scoter
June 2001
Van Scoter's booklet goes beyond the question of whether or not to use technology but how to use it in a classroom setting. She details how to create a healthy balance with technology in the classroom by describing multiple ways technology can aid social, cognitive, language, and emotional development. Before using technology in the classroom, Van Scoter stresses that teachers should ask themselves whether or not the technology would add to the educational experience, not replace the interaction or material that the children need to learn. Factors like location and time are key to making technology use healthy and effective; computers located in the classroom as opposed to a lab and gauging computer time slots based on age are important to support the students' learning. With so many available programs, teachers must choose those that are relevant and realistic for the age group. The programs should provide support in subject areas already being taught or form foundational computer skills that they will build on for the rest of their education and career after.
It was refreshing to read an article that takes the issue of technology in classrooms deeper than simple pros and cons because there are significant contributions to both sides. Whether or not we believe technology should be a part of the classroom, children will be affected by it. Their experiences using technology or observations of others form the attitudes, minds, beliefs, and habits they bring to the classroom. The specific examples given in the booklet can be useful in the classroom to change bad impressions or habits that children have already developed or simply create a strong foundation in technical skills. Based on information in the reading, I have an idea of how I hope to use technology in the classroom. Many classrooms use centers to practice different skills; rather than taking the students to a computer lab I would make a center in the classroom. In that situation, it gets as much time and emphasis as the other activities and is in a perfect place to add to the lessons and support their learning by providing a fun way to practice their skills. For the pre-school age children, a teacher's aide could be there to assist them and teach them. This is only one of many possible solutions to incorporate technology in the classroom in a healthy and supportive way.
by Judy Van Scoter
June 2001
Van Scoter's booklet goes beyond the question of whether or not to use technology but how to use it in a classroom setting. She details how to create a healthy balance with technology in the classroom by describing multiple ways technology can aid social, cognitive, language, and emotional development. Before using technology in the classroom, Van Scoter stresses that teachers should ask themselves whether or not the technology would add to the educational experience, not replace the interaction or material that the children need to learn. Factors like location and time are key to making technology use healthy and effective; computers located in the classroom as opposed to a lab and gauging computer time slots based on age are important to support the students' learning. With so many available programs, teachers must choose those that are relevant and realistic for the age group. The programs should provide support in subject areas already being taught or form foundational computer skills that they will build on for the rest of their education and career after.
It was refreshing to read an article that takes the issue of technology in classrooms deeper than simple pros and cons because there are significant contributions to both sides. Whether or not we believe technology should be a part of the classroom, children will be affected by it. Their experiences using technology or observations of others form the attitudes, minds, beliefs, and habits they bring to the classroom. The specific examples given in the booklet can be useful in the classroom to change bad impressions or habits that children have already developed or simply create a strong foundation in technical skills. Based on information in the reading, I have an idea of how I hope to use technology in the classroom. Many classrooms use centers to practice different skills; rather than taking the students to a computer lab I would make a center in the classroom. In that situation, it gets as much time and emphasis as the other activities and is in a perfect place to add to the lessons and support their learning by providing a fun way to practice their skills. For the pre-school age children, a teacher's aide could be there to assist them and teach them. This is only one of many possible solutions to incorporate technology in the classroom in a healthy and supportive way.
The Multitasking Generation
The Multitasking Generation
by Claudia Wallis
Sunday, March 19, 2006 Claudia Wallis delves into how the infinite capabilities of technology affect the learning and thinking of young people today. Children growing up in a society with constant technological advances are able to interact with each other and work multiple tasks simultaneously--unlike any previous generation. Computers, cell phones, and other electronic devices make those activities a daily practice for most students. Despite constant communication and access to innumerable resources, " the mental habit of dividing one's attention into many small slices has significant implications for the way young people learn, reason, socialize, do creative work and understand the world," (Wallis 4). Some of those implications included lack of desire or ability to focus, decreased efficiency, and less deep or analytical thinking.
This article refers primarily to teens and college students but is relevant even in Early Childhood Education. The students that will be in my class are entering into the world of technology at a very young age. They have not yet developed the habits described in the article, but are sure to if they are not taught a healthy balance of technology and more traditional approaches in the beginning. To create a healthy balance, I believe it is important to focus on physical interaction, reading books, writing, drawing, group work, etc. I will encounter these students at a pivotal point in their lives! I hope to teach these young children the best of both worlds by incorporating technology into our lessons, but also cherishing traditional values that have been effective for generations. It will be exciting watching my students learn how to get the most from numerable resources at their fingertips, but also encouraging a healthy lifestyle of interaction with each other and their families, and developing their individual ability to think and reflect on their own work. As the article explains, the more children attempt to multitask the less efficient they are in their work and their relationships suffer. I aim to prevent this by teaching them appropriate uses of technology as well as appropriate ways to interact with one another. If they can make those behaviors habit, they stand a much better chance at focusing on each task separately and pursuing it with all of their effort and interest.
This article refers primarily to teens and college students but is relevant even in Early Childhood Education. The students that will be in my class are entering into the world of technology at a very young age. They have not yet developed the habits described in the article, but are sure to if they are not taught a healthy balance of technology and more traditional approaches in the beginning. To create a healthy balance, I believe it is important to focus on physical interaction, reading books, writing, drawing, group work, etc. I will encounter these students at a pivotal point in their lives! I hope to teach these young children the best of both worlds by incorporating technology into our lessons, but also cherishing traditional values that have been effective for generations. It will be exciting watching my students learn how to get the most from numerable resources at their fingertips, but also encouraging a healthy lifestyle of interaction with each other and their families, and developing their individual ability to think and reflect on their own work. As the article explains, the more children attempt to multitask the less efficient they are in their work and their relationships suffer. I aim to prevent this by teaching them appropriate uses of technology as well as appropriate ways to interact with one another. If they can make those behaviors habit, they stand a much better chance at focusing on each task separately and pursuing it with all of their effort and interest.
Sunday, August 29, 2010
Have You Googled Your Teacher Lately?
Have You Googled Your Teacher Lately?
Teachers' Use of Social Networking Sites
By Heather L. Carter, Teresa S. Foulger, and Ann Dutton EwbankThis article outlined the realities of teachers participating in social networking websites like MySpace or Facebook, both benefits as well as negative consequences. Many teachers use these tools to communicate and relate to students in a relevant way, as well as encouraging participation in events, clubs, class discussions, etc. However, the article also gives examples of how creating a public identity online affects teachers. These sites force teachers to toe the line between their personal lives and their public/professional identity. Teachers have rights to free speech and displaying any pictures, posts, or comments like every else using networking sites but employers, students, and parents view those posts. This poses the question: how should teachers use social networking sites?
As a student in the education program, it is important even now to be aware of my identity that is made public through social networking sites. Carefully considering how the pictures, posts, blogs, comments, etc. that are on my profiles portray me is essential because they represent more than the person I am at home or with friends. My public identity represents society's idea of what a teacher should be, it represents the leader and role model I am in and out of the classroom, and it represents the school that I work for. The interactions I have with people online will affect both my personal and professional lives. Those interactions will not relate directly to students like many examples in the reading, since Early Childhood Education incorporates birth through age eight. Primarily parents, co-workers, and employers will all have access to and seek this information. Each of those groups have a right to know who they are letting take charge of their child's education, who they work with every day, or who they are employing and allowing to represent their school. Creating and maintaining a public identity that will accurately portray me as responsible and professional is my responsibility in preparation for entering the professional world, especially in a leadership position.
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