Week+9+Reflections+(Jan.+18,+2010)

This week's reading included the information about TPACK. It's interesting that the TPACK concept was first introduced in 1998. That was the same year that I left the classroom and assumed the full time role as technology supervisor in the RULH School District. Prior to the that time I had continued to teach high school computer classes part time. After installing the first round of desktop computers throughout the district K-4 classrooms, I learned very quickly that there was more to it and just putting that computer in the classroom. The current superintendent and I had numerous conversations about the role of technology in the classroom. His challenge to me was to spend 50% of my time on curriculum (content). Little did I know at the time that his challenge motivated me to begin my focus on integration into the classroom as a teaching tool and not just a productivity tool.

I esepecially like the TPACK framework that interplays three primary forms of knowledge: technological, pedagogical, and content. In the past few years I've realized that it's not enough to be comfortable with the technology and know the content. Pedagogy is a huge factor in a teacher's successful integration of technology into the curriculum. Teachers must be comfortable and able to implement instructional strategies and methods in a meaningful, relevant way for students to maximize their learning.

During our implementation of the EETT grant at the RULH Elementary School, the article by Marc Prensky, "[|Digital Immigrants, Digital Natives]" became our focus. We even created a video showcasing our EETT project using that theme. Our EETT website showcases the many projects and activities that we implemented. [] That was five years ago and it's amazing that this is still the basic theme surrounding the integration of technology into the classroom. However, I believe that the Web 2.0 tools that we have today are even more amazing and powerful for teaching and learning.

The part of the TPACK that interests me the most is the three stages of the digital divide. It also illustrates the gaps we found in our teacher needs assessment and student technology needs assessment. These include:
 * First Digital Divide: Students at home without computers to do studies because of low incomes.
 * Second Digital Divide: Student from the first digital divide in the schools are even moer behind because of the teachers not stopping and helping them catch up with the middle class students.
 * Third Digital Divide: The teacher is not culturally sensitive to the students, therefore causing them to be in the end way behind their classmates.

The article, "[|Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge]", illustrates these ideas and concepts. Before we can successfully integrate technology and demonstrate a signigicant impact on teaching and learning, we must address these stages. We must develop comprehensive learning opportunities that addresses each of the three points. Teachers must facilitate the use of learning strategies as part of curriculum-based instruction. These methods must address technology, pedagogy and content in a variety of ways and methods to be truly successful. However, it is my contention that until we make projects and information meaningful to students, it will never become a part of them.

To help document our project with resources, ideas and procedures, I've created a wiki for the RULH ARRA Grant team. We hope to have it fully loaded with information soon.

To learn to use the widgets options I've added an RSS feed for Technology Integration Resources. rss url="http://feeds.feedburner.com/freetech4teachers/cGEY?format=xml" link="true" description="true" number="10" author="true" enclosure="true"