Collaboration Project Reflection
This project and the work involved in getting to the final student product was the most rewarding experience of this course. The curriculum design coupled with the collaboration component and the use of technology created a rich learning and teaching experience for my students, my teaching partners and me. I worked primarily with the music teacher. She taught my students several songs relating to immigration either through different cultures and their music traditions, song generated by immigrants in America and relating to their experiences in a new country, or new music that has been created from the inspiration of early musical traditions brought to America by so many different people and cultures.
There was wonderful addition to the music portion of the unit, our art teacher became involved. She had the students draw still life using antique artifacts that either the students brought from home or she provided. She talked with the students about the special objects the immigrants may have chosen to bring to America and what they may have represented. The students then drew the objects using black ink and either quills or old fashion ink pens just like immigrant children would have used when in an American school learning to read and write English. The student products are outstanding. We have created a wonderful display of the students’ work for the school to enjoy.
The integration of the technology into this unit motivated my students and engaged them in new ways. They were excited about the new skills they acquired; doing screen shots, creating files for images, using a flash drive, creating a PowerPoint, exploring Google Earth, using digital cameras, Photo Booth and working with iMovie. Even though we had a few glitches (mostly printing or connecting to iMovie) the experience for my students was very positive. I was especially pleased the other day when I listened to one of my special education students talk an Ed. Tech. through how to do a PowerPoint slide. Can it get any better than that? Oh, we are going to share our movie with the whole school at an assembly. Yeah!!!!
In thinking about all we did for this project the words; play, imagination, empathy, and creativity keep popping into my head. I loved seeing how my students became immigrants and showed their learning in ways that were empathetic and thoughtful. But at the same time they used their creativity and playfulness to create their movie.
It’s magical when this happens. And I truly believe that working with other teachers who bring their ideas to a unit provides the students with other perspectives and ways to connect to the topic. It’s a richer experience
Thursday, December 10, 2009
Tuesday, May 12, 2009
Collaboration on Stage 3
I met with Alicia and shared my stage 3 template. We looked over each facet and brainstormed how to integrate music lessons to each one. Alicia sees my students once a week so this will work out well for us. She is thinking about music and adaption. She will take this in two strands. The first will be how people used music, dance and tradition as a way to adapt to their new surroundings and preserve their culture. The second will focus on how traditional music has adapted over time and fused into something new i.e. Bluegrass, Jazz, Zydeco and pop music of today.
Our goal is to have the students use what they learn and create either and iMovie or podcast. These can then be part of their final project.
From a leadership perspective, it was a good experience. Alicia was open to the unit design. I am not asking her to complete a template but I may create one based on what she plans to do with her students. I felt she was able to look at the unit in way that adds a different perspective which will enrich the students learning experiences.
Our goal is to have the students use what they learn and create either and iMovie or podcast. These can then be part of their final project.
From a leadership perspective, it was a good experience. Alicia was open to the unit design. I am not asking her to complete a template but I may create one based on what she plans to do with her students. I felt she was able to look at the unit in way that adds a different perspective which will enrich the students learning experiences.
Wednesday, April 29, 2009
TPCK Chapter 12
TPCK in in-service education
Assisting experienced teachers’
“planned improvisations”
I love the analogy of teaching being like jazz music. Good teaching may appear or “sound” syncopated which gives the impression of improvisation yet it’s the skill and deep understanding a teacher possesses that crates meaningful experiences for the learners. There is always a “hum” that exists when these moments occur in a classroom. But in order for that “hum” to exist, a teacher has made very thoughtful plans and still has the flexibility to take students through the process in new or different ways as needed.
I also liked the statement that said integrating technology is not about technology but about content and effective instructional practices Earle (2002). This is a better way to look at integration. I feel people get caught up in the “tech” because it is so seductive butt teachers need to evaluate any tool they plan to use in the classroom and weigh its
effectiveness. Technology is no different. I agree that due to the fact we are still in a transformative stage it’s more difficult for teachers and administrators to feel they have the ability/knowledge to critique technology. However, some technologies are proving to be very effective and those are the most commonly used by a wide rang of educators i.e.
Webquests.
Technology uses vary from teacher to teacher just as all methodologies and philosophies.
This chapter noted how TPCK needs to be developed simultaneously. I found it interesting how experienced teachers can gain the skills of TPCK faster than a novice. My perception has been the total opposite. But upon reflection, I can see why that is true.
As long as experienced teachers have a workable structure to create curriculum-based TPCK. TPCK will be developed when teachers are given the opportunity to use it in meaningful ways. I feel this view honors those with experience and recognizes the individuality of teachers and students. Just as in Jazz, the possibilities are infinite.
TPCK in in-service education
Assisting experienced teachers’
“planned improvisations”
I love the analogy of teaching being like jazz music. Good teaching may appear or “sound” syncopated which gives the impression of improvisation yet it’s the skill and deep understanding a teacher possesses that crates meaningful experiences for the learners. There is always a “hum” that exists when these moments occur in a classroom. But in order for that “hum” to exist, a teacher has made very thoughtful plans and still has the flexibility to take students through the process in new or different ways as needed.
I also liked the statement that said integrating technology is not about technology but about content and effective instructional practices Earle (2002). This is a better way to look at integration. I feel people get caught up in the “tech” because it is so seductive butt teachers need to evaluate any tool they plan to use in the classroom and weigh its
effectiveness. Technology is no different. I agree that due to the fact we are still in a transformative stage it’s more difficult for teachers and administrators to feel they have the ability/knowledge to critique technology. However, some technologies are proving to be very effective and those are the most commonly used by a wide rang of educators i.e.
Webquests.
Technology uses vary from teacher to teacher just as all methodologies and philosophies.
This chapter noted how TPCK needs to be developed simultaneously. I found it interesting how experienced teachers can gain the skills of TPCK faster than a novice. My perception has been the total opposite. But upon reflection, I can see why that is true.
As long as experienced teachers have a workable structure to create curriculum-based TPCK. TPCK will be developed when teachers are given the opportunity to use it in meaningful ways. I feel this view honors those with experience and recognizes the individuality of teachers and students. Just as in Jazz, the possibilities are infinite.
Tuesday, April 14, 2009
Colleague Sessions
My partner and I have been meeting occasionally to continue our work on the immigration unit.We have focused on the concept of adaptation and Alicia is creating lessons to illustrate how music and dance have adapted overtime and how ethnic music has and does influence music created in the United States today. She has been collecting songs and music that have either integrated ethnic music and created something new or a song that may tell a story of immigrants in America such as the Irish working on the Transcontinental Railroad or Blue Grass Music's roots, or Acadian Music and it's story. She will teach students traditional dance but have them create movements to music as well. She also plans to have the student compose music to go along with Haiku poems they write.
TPCK
Chapter 11
Guiding pre-service teachers
In TPCK
Pre-service Teaching Programs and Pre-service Teachers Face A “Wicked” Big Challenge The 21st Century needs a technologically competent society with the ability to solve problems, think creatively and be reflective. So, pre-service teaching programs and pre-service teachers need to possess the same skills and abilities.
It has been my observation that learning/teaching institutions are always behind what is happening in current society. We are still in large utilizing the factory model of education because it is what we experienced as learners. It is a challenge to change this way to education. We are also in a time where technology is still in its infancy so we are having to scramble to adapt as educators. The digital natives will bring their knowledge to higher learning settings and hopefully raise the bar just due to the skills they will already have. So I feel we are in that “in between time” where many professors and teachers in the classroom never experienced learning with technology. Even though there are many teachers learning as much as they can about technology they will always be playing catch-up, where the digital natives will eventually take on these leadership roles and the shift will take place. Not that it’s over at that point. As Isaac Newton pointed out we need to continually think on it.
The TPCK model offers an excellent reference for those of us in education today be it the K-12 classroom or the university. TPCK offers veteran teachers and pre-service service teachers guidelines for quality and balanced instruction. Teaching has become more complex and teachers need clear understandings about how to approach their subjects and their students. Technology will become second nature to teachers as time goes by but until that time, TPCK offers an excellent structure for pre-service programs and classrooms of today.
Chapter 11
Guiding pre-service teachers
In TPCK
Pre-service Teaching Programs and Pre-service Teachers Face A “Wicked” Big Challenge The 21st Century needs a technologically competent society with the ability to solve problems, think creatively and be reflective. So, pre-service teaching programs and pre-service teachers need to possess the same skills and abilities.
It has been my observation that learning/teaching institutions are always behind what is happening in current society. We are still in large utilizing the factory model of education because it is what we experienced as learners. It is a challenge to change this way to education. We are also in a time where technology is still in its infancy so we are having to scramble to adapt as educators. The digital natives will bring their knowledge to higher learning settings and hopefully raise the bar just due to the skills they will already have. So I feel we are in that “in between time” where many professors and teachers in the classroom never experienced learning with technology. Even though there are many teachers learning as much as they can about technology they will always be playing catch-up, where the digital natives will eventually take on these leadership roles and the shift will take place. Not that it’s over at that point. As Isaac Newton pointed out we need to continually think on it.
The TPCK model offers an excellent reference for those of us in education today be it the K-12 classroom or the university. TPCK offers veteran teachers and pre-service service teachers guidelines for quality and balanced instruction. Teaching has become more complex and teachers need clear understandings about how to approach their subjects and their students. Technology will become second nature to teachers as time goes by but until that time, TPCK offers an excellent structure for pre-service programs and classrooms of today.
Sunday, April 5, 2009
TPCK
Chapter 5
An Integrated framework for educating
world language teachers
Kim Fuller
4/4/09
Second language learning has been a topic of discussion at the elementary level since the adoption of the first Maine Learning Results. Only a few districts offer second language classes at the elementary level and slightly more at the middle school level.
It has been a debate as to how necessary second language learning is for our youngest students. I have always felt it would be a positive step. Just as mentioned in the arts chapter, learning a second language is a cognitive process and can only stimulate our young students’ brains. I strongly believe that our world is becoming more connected through technology and having a second language will only give our children more opportunities. My niece and nephew are being raised in Japan and are bilingual in English and Japanese. They can speak, read and write in both languages and are 11 and 9 years old. But the culture desires that their children to learn more than one language so there are strong programs in place starting at grade K. Japan is also a very technological society so technological integration is happening during instruction. Our society seems to be slower in seeing the importance. Particularly with English as our official language even though we have so many people in our country who speak other languages. Bilingual education is looked down upon which I feel is a huge mistake. So I feel our political leaders have placed a hindrance upon our society in regards to embracing second language learning in our schools.
Most second language teachers have the knowledge and pedagogy to instruct their students according to their needs. It’s just a matter of learning about how technology can enhance their instruction as in all the content areas we have been reading about. I find the Internet options for communication almost endless. Email, chat rooms, Skype, virtual tours of countries, cultural sites, etc. can all provide students with exciting ways to learn a second language. Technology can also provide students with learning opportunities at their particular level. It can also provide students with an audience and a purpose.
Chapter 5
An Integrated framework for educating
world language teachers
Kim Fuller
4/4/09
Second language learning has been a topic of discussion at the elementary level since the adoption of the first Maine Learning Results. Only a few districts offer second language classes at the elementary level and slightly more at the middle school level.
It has been a debate as to how necessary second language learning is for our youngest students. I have always felt it would be a positive step. Just as mentioned in the arts chapter, learning a second language is a cognitive process and can only stimulate our young students’ brains. I strongly believe that our world is becoming more connected through technology and having a second language will only give our children more opportunities. My niece and nephew are being raised in Japan and are bilingual in English and Japanese. They can speak, read and write in both languages and are 11 and 9 years old. But the culture desires that their children to learn more than one language so there are strong programs in place starting at grade K. Japan is also a very technological society so technological integration is happening during instruction. Our society seems to be slower in seeing the importance. Particularly with English as our official language even though we have so many people in our country who speak other languages. Bilingual education is looked down upon which I feel is a huge mistake. So I feel our political leaders have placed a hindrance upon our society in regards to embracing second language learning in our schools.
Most second language teachers have the knowledge and pedagogy to instruct their students according to their needs. It’s just a matter of learning about how technology can enhance their instruction as in all the content areas we have been reading about. I find the Internet options for communication almost endless. Email, chat rooms, Skype, virtual tours of countries, cultural sites, etc. can all provide students with exciting ways to learn a second language. Technology can also provide students with learning opportunities at their particular level. It can also provide students with an audience and a purpose.
TPCK
Chapter 10 The Role of TPCK in Physical Education
Kim Fuller
3/14/09
The role of technology has been a large part of the research, Olympic and profession athletic training. It is slowly trickling its way down to application in the area of physical education training of teachers and for assisting children in learning new skills.
This relates to the idea of digital divide and how different schools and districts allocated funds for adding technology to the area of physical education. In my building that is an elementary school, our students do use devices to monitor their heart rates and these help them understand how to adjust their physical output to maintain the healthy heart zone. Our Physical Education teacher also utilizes management programs to organize and share information with students and parents.
My experiences with physical education are limited to a couple volunteer coaching positions, one in soccer and the other in tennis. My experience in soccer was many years ago and I utilized books, posters and a couple videos to assist me with instruction and my students in learning basic soccer skills. My role as a tennis instructor was more recent and I utilized videos, DVDs and video taping to help the students. The challenge as stated in this chapter was having time and the equipment to give the students immediate feedback on their attempts at each skill. I certainly used the Internet as well to get fun ideas for our practice sessions. This was a volunteer position so that too limited what I could access on my own. What I was able to use did improve my coaching skills and helped communicate things to the kids that I was having difficulty communicating.
There are many new programs for the Wii which promotes physical activity and I hear my students talking about these frequently. This technology is important as our nation faces the rise in obesity rates. I also see Phys. Ed. Teachers using these programs to motivate their students to move. I see this as a first step in reaching the larger populations. I hope it works!
Chapter 10 The Role of TPCK in Physical Education
Kim Fuller
3/14/09
The role of technology has been a large part of the research, Olympic and profession athletic training. It is slowly trickling its way down to application in the area of physical education training of teachers and for assisting children in learning new skills.
This relates to the idea of digital divide and how different schools and districts allocated funds for adding technology to the area of physical education. In my building that is an elementary school, our students do use devices to monitor their heart rates and these help them understand how to adjust their physical output to maintain the healthy heart zone. Our Physical Education teacher also utilizes management programs to organize and share information with students and parents.
My experiences with physical education are limited to a couple volunteer coaching positions, one in soccer and the other in tennis. My experience in soccer was many years ago and I utilized books, posters and a couple videos to assist me with instruction and my students in learning basic soccer skills. My role as a tennis instructor was more recent and I utilized videos, DVDs and video taping to help the students. The challenge as stated in this chapter was having time and the equipment to give the students immediate feedback on their attempts at each skill. I certainly used the Internet as well to get fun ideas for our practice sessions. This was a volunteer position so that too limited what I could access on my own. What I was able to use did improve my coaching skills and helped communicate things to the kids that I was having difficulty communicating.
There are many new programs for the Wii which promotes physical activity and I hear my students talking about these frequently. This technology is important as our nation faces the rise in obesity rates. I also see Phys. Ed. Teachers using these programs to motivate their students to move. I see this as a first step in reaching the larger populations. I hope it works!
Sunday, March 29, 2009
TPCK
Chapter 9
Science, technology, and teaching:
The topic-specific challenges of TPCK
In science
Kim Fuller
3/22/09
Science and technology have always seemed to come as a pair. Throughout time all science disciplines have used technology to explore questions, make observations, record data and prove theories.
For teachers in the classroom technology and science go hand in hand, but the challenges of TPCK are always present. Teachers need to know their subject, students and how to best integrate technology. Again, as in all subject areas some teachers are more versed in a specific science area or like most elementary teachers, have a broad or varied understanding of science due to each individual’s background.
I have been fortunate to work with a science curriculum that is very hands-on and comprehensive. I teach three science units each year and the materials/technology is included in a kit format. For example, we do a unit on electricity and all students create circuits that run lights and motors. We have some Internet sites that compliment the unit as well. But as I am learning from the content presentations, I need to explore more technology opportunities for my students and match their needs more specifically.
The last part of this chapter spoke about how pre-service teachers need to be exposed to the best pedagogical and technical practices and experience them through their courses while in college. This is essential and I see how this model can work effectively to prepare future teachers for the TPCK classroom. But… We can’t know it all. We need to be willing to learn and grow because education and learning are on going.
Chapter 9
Science, technology, and teaching:
The topic-specific challenges of TPCK
In science
Kim Fuller
3/22/09
Science and technology have always seemed to come as a pair. Throughout time all science disciplines have used technology to explore questions, make observations, record data and prove theories.
For teachers in the classroom technology and science go hand in hand, but the challenges of TPCK are always present. Teachers need to know their subject, students and how to best integrate technology. Again, as in all subject areas some teachers are more versed in a specific science area or like most elementary teachers, have a broad or varied understanding of science due to each individual’s background.
I have been fortunate to work with a science curriculum that is very hands-on and comprehensive. I teach three science units each year and the materials/technology is included in a kit format. For example, we do a unit on electricity and all students create circuits that run lights and motors. We have some Internet sites that compliment the unit as well. But as I am learning from the content presentations, I need to explore more technology opportunities for my students and match their needs more specifically.
The last part of this chapter spoke about how pre-service teachers need to be exposed to the best pedagogical and technical practices and experience them through their courses while in college. This is essential and I see how this model can work effectively to prepare future teachers for the TPCK classroom. But… We can’t know it all. We need to be willing to learn and grow because education and learning are on going.
Tuesday, March 24, 2009
Chapter 7
Perhaps a matter of imagination
TPCK in mathematics education
Kim Fuller
3/23/09
Imagination, mathematics and technology… A wicked problem?
Albert Einstein touted that imagination is more important that knowledge. He believed imagination embraced the world and all there is to understand. He approached learning and teaching mathematics with independent thinking, questioning and connecting mathematics to the real world. Sounds like the introduction written at the beginning of the math program I use with my students. His philosophy is certainly something teachers strive to do in their classrooms everyday. But it can be very challenging especially in the area of mathematics.
How do we define mathematics? According to Steen (1988), mathematics involves observing, representing and investigating patterns and relationships in social and physical phenomena and between mathematical objects themselves. Mathematics is often defined as the science of space and number… [but] a more apt definition is that mathematics is the science of patterns. The mathematician seeks patterns in number, in space, in science, in computers, and in imagination. Mathematical theories explain the relations among patterns… Applications of mathematics use these patterns to “explain and predict natural phenomena…
Then there is the question of how to use technology to enhance mathematic instruction and learning. It was interesting to think about using technology as a politically charged concept. Do we allow students to use calculators? Are they really learning if they use processing programs while taking an algebra course? And what about fractals? These are complicated geometric patterns that are more easily investigated by using computers and lead to understanding many real world phenomena such as weather patterns, plant growth and even functions of the human body.
Mathematics is a huge content area and most teachers at the middle and high school levels will specialize in one or two areas. This allow teachers to become experts in those areas so content is already strong in terms of the TPCK model. Elementary teachers are more challenged in that they teach all subjects and can get spread thin in terms of learning all the content areas equally. And currently there is such a push in the area of literacy that math seems to be on the “back burner”. Teachers who see math instruction as being just as important as literacy instruction need to be self- motivated to seek out solid strategies and technologies. NCTM is a good resource and has provided excellent recommendations for elementary math instruction. Cover less, but cover it more efficiently and in more depth. HOORAY!
NCTM also stated that the use of technology allows students to work within interesting problems and can facilitate student achievement in higher-order learning outcomes such as reflection, reasoning, problem posing and solving and decision-making.
TPCK
As technology becomes an integral part of our society it is perceived that technology is a critical tool for teaching mathematics. Pre-service teachers are encouraged to be open and experiment with how to apply technology in their math instruction. Technology is integrated seamlessly into the content area and pedagogy. Along with instruction technology is used to track student progress and a vast array of data collection. Its use is broad and includes communication among students, teachers, parents and community. There are ample opportunities for professional development and restructuring. The use of technology is always evolving.
Elementary-
This site provides virtual manipulatives for a variety of math concepts.
http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
This is an organization site where teachers can select appropriate site for their students and add them into their portaportal. This site makes it very easy for young children to access specific sites with just one click.
http://www.portaportal.com/
Middle School-
This site shows students work using technology.
http://169.244.34.69/~sirish/Math/Properties.html
High School-
This site in very comprehensive and provides many math links.
http://www.nwmissouri.edu/library/courses/education2/elementary.html
This site provides activities for applied mathematics.
http://www.c3.lanl.gov/mega-math/
Perhaps a matter of imagination
TPCK in mathematics education
Kim Fuller
3/23/09
Imagination, mathematics and technology… A wicked problem?
Albert Einstein touted that imagination is more important that knowledge. He believed imagination embraced the world and all there is to understand. He approached learning and teaching mathematics with independent thinking, questioning and connecting mathematics to the real world. Sounds like the introduction written at the beginning of the math program I use with my students. His philosophy is certainly something teachers strive to do in their classrooms everyday. But it can be very challenging especially in the area of mathematics.
How do we define mathematics? According to Steen (1988), mathematics involves observing, representing and investigating patterns and relationships in social and physical phenomena and between mathematical objects themselves. Mathematics is often defined as the science of space and number… [but] a more apt definition is that mathematics is the science of patterns. The mathematician seeks patterns in number, in space, in science, in computers, and in imagination. Mathematical theories explain the relations among patterns… Applications of mathematics use these patterns to “explain and predict natural phenomena…
Then there is the question of how to use technology to enhance mathematic instruction and learning. It was interesting to think about using technology as a politically charged concept. Do we allow students to use calculators? Are they really learning if they use processing programs while taking an algebra course? And what about fractals? These are complicated geometric patterns that are more easily investigated by using computers and lead to understanding many real world phenomena such as weather patterns, plant growth and even functions of the human body.
Mathematics is a huge content area and most teachers at the middle and high school levels will specialize in one or two areas. This allow teachers to become experts in those areas so content is already strong in terms of the TPCK model. Elementary teachers are more challenged in that they teach all subjects and can get spread thin in terms of learning all the content areas equally. And currently there is such a push in the area of literacy that math seems to be on the “back burner”. Teachers who see math instruction as being just as important as literacy instruction need to be self- motivated to seek out solid strategies and technologies. NCTM is a good resource and has provided excellent recommendations for elementary math instruction. Cover less, but cover it more efficiently and in more depth. HOORAY!
NCTM also stated that the use of technology allows students to work within interesting problems and can facilitate student achievement in higher-order learning outcomes such as reflection, reasoning, problem posing and solving and decision-making.
TPCK
As technology becomes an integral part of our society it is perceived that technology is a critical tool for teaching mathematics. Pre-service teachers are encouraged to be open and experiment with how to apply technology in their math instruction. Technology is integrated seamlessly into the content area and pedagogy. Along with instruction technology is used to track student progress and a vast array of data collection. Its use is broad and includes communication among students, teachers, parents and community. There are ample opportunities for professional development and restructuring. The use of technology is always evolving.
Elementary-
This site provides virtual manipulatives for a variety of math concepts.
http://nlvm.usu.edu/en/nav/category_g_2_t_1.html
This is an organization site where teachers can select appropriate site for their students and add them into their portaportal. This site makes it very easy for young children to access specific sites with just one click.
http://www.portaportal.com/
Middle School-
This site shows students work using technology.
http://169.244.34.69/~sirish/Math/Properties.html
High School-
This site in very comprehensive and provides many math links.
http://www.nwmissouri.edu/library/courses/education2/elementary.html
This site provides activities for applied mathematics.
http://www.c3.lanl.gov/mega-math/
Monday, March 23, 2009
TPCK Reflection
Chapter 4
Kim Fuller
3/22/09
This chapter was interesting in its focus. It emphasized the need to create pre-service programs where perspective teachers learn to model TPCK while going through their program. In this way, new teachers won’t run into the challenges Laura faced even though she was comfortable with technology.
This shift in teacher preparation programs will be necessary and it’s beginning to happen as I’ve seen here at UMF. The perspective teachers I’ve worked with are very comfortable integrating technology. It is my feeling, that due to the use of technology as second nature, these young students can make the step toward TPCK more seamlessly.
I was pleased to read about Nell and how as a veteran teacher she made use of technology in a meaningful and highly engaging manner. That scenario showed how someone with solid content knowledge and pedagogy can take the risk with technology and be very successful. It gave me a lift to read about her success.
I related to Nell in that she had many years of experience, enjoyed her content area and was looking for ways to improve her teaching. It is also helpful to go through the same process and reexamine how I approach my curriculum in regards to technology. My school has many things in place already and I am beginning to see how I can utilize what we have and look forward to things I will want to add to my repertoire .
It will be part of my role as a school leader to evaluate my schools technology systems,
observe how that technology is being used, provide teaching training and model the use of technology myself. Keep abreast of what new technology is being developed and how to best upgrade existing systems. It will be an important aspect of hiring new teachers. It will be part of the process when looking at candidates. But it will be important to remember how well veteran teachers can learn and use technology. Like anything, balance is key.
Chapter 4
Kim Fuller
3/22/09
This chapter was interesting in its focus. It emphasized the need to create pre-service programs where perspective teachers learn to model TPCK while going through their program. In this way, new teachers won’t run into the challenges Laura faced even though she was comfortable with technology.
This shift in teacher preparation programs will be necessary and it’s beginning to happen as I’ve seen here at UMF. The perspective teachers I’ve worked with are very comfortable integrating technology. It is my feeling, that due to the use of technology as second nature, these young students can make the step toward TPCK more seamlessly.
I was pleased to read about Nell and how as a veteran teacher she made use of technology in a meaningful and highly engaging manner. That scenario showed how someone with solid content knowledge and pedagogy can take the risk with technology and be very successful. It gave me a lift to read about her success.
I related to Nell in that she had many years of experience, enjoyed her content area and was looking for ways to improve her teaching. It is also helpful to go through the same process and reexamine how I approach my curriculum in regards to technology. My school has many things in place already and I am beginning to see how I can utilize what we have and look forward to things I will want to add to my repertoire .
It will be part of my role as a school leader to evaluate my schools technology systems,
observe how that technology is being used, provide teaching training and model the use of technology myself. Keep abreast of what new technology is being developed and how to best upgrade existing systems. It will be an important aspect of hiring new teachers. It will be part of the process when looking at candidates. But it will be important to remember how well veteran teachers can learn and use technology. Like anything, balance is key.
Wednesday, March 18, 2009
TPCK
Chapter 3
TPCK in K-12 Literacy Education
3/18/09
Literacy teaching and learning are constantly changing and as an elementary school teacher for over 20 years, I have seen the vast changes over that time period. I also notice how literacy teaching and learning has changed in the last few years. It is changing at an even greater rate. With the introduction of technology into the arena of literacy the student and teacher needs are rapidly increasing.
The uses technology in my literacy program has been mostly in the area of writing. I have utilized Kidpix, Kidspiration, and Inspiration, work processing programs and PowerPoint for a variety of projects. I was very excited to read about the SubEthaEdit Program. That tool would be fantastic to use during Writer’s Workshop but the program can be used by anyone at anytime!
Technology during reading time has been limited. I don’t have many programs to use but I do gather reading materials from the Internet and my students also engage in Webquests. We use the Internet for research and the students learn how to pick sources that give them the best information and if it’s at a level they can access.
Digital literacy is an area where I am playing catch-up. There is so much to learn and so many strategies for teaching with technology that I feel I’m just at the beginning stages. This course has been extremely helpful in getting me to take more risks and look into what is available to help my students.
Teacher prep courses are beginning to prepare new teachers for the use of technology and that is evident in the practicum and student teachers I have worked with over the last few years. They are very comfortable with technology and seems second nature to them when planning learning activities. However, I feel new teachers are not as prepared in the area of teaching literacy. I find the new teachers I’ve worked with lack the understanding of the complexity of learning to read or write and how to approach teaching these subjects. I too was in the same position as a new teacher. I feel more needs to be done at the college level to help prepare
Chapter 3
TPCK in K-12 Literacy Education
3/18/09
Literacy teaching and learning are constantly changing and as an elementary school teacher for over 20 years, I have seen the vast changes over that time period. I also notice how literacy teaching and learning has changed in the last few years. It is changing at an even greater rate. With the introduction of technology into the arena of literacy the student and teacher needs are rapidly increasing.
The uses technology in my literacy program has been mostly in the area of writing. I have utilized Kidpix, Kidspiration, and Inspiration, work processing programs and PowerPoint for a variety of projects. I was very excited to read about the SubEthaEdit Program. That tool would be fantastic to use during Writer’s Workshop but the program can be used by anyone at anytime!
Technology during reading time has been limited. I don’t have many programs to use but I do gather reading materials from the Internet and my students also engage in Webquests. We use the Internet for research and the students learn how to pick sources that give them the best information and if it’s at a level they can access.
Digital literacy is an area where I am playing catch-up. There is so much to learn and so many strategies for teaching with technology that I feel I’m just at the beginning stages. This course has been extremely helpful in getting me to take more risks and look into what is available to help my students.
Teacher prep courses are beginning to prepare new teachers for the use of technology and that is evident in the practicum and student teachers I have worked with over the last few years. They are very comfortable with technology and seems second nature to them when planning learning activities. However, I feel new teachers are not as prepared in the area of teaching literacy. I find the new teachers I’ve worked with lack the understanding of the complexity of learning to read or write and how to approach teaching these subjects. I too was in the same position as a new teacher. I feel more needs to be done at the college level to help prepare
Wednesday, March 11, 2009
Stage 1 with partner
Stage 1 with Partner
Immigration Unit
Kim Fuller
3/10/09
This process was very easy for us as we have a friendship and professional connection that has existed for about 15 years. I am fortunate that my partner, our music teacher, has an impressive background in performing arts and cultural education. She has taught in diverse settings and has many opportunities for professional development. Currently she is applying for a grant so she can study in New York City this summer.
This experience was very collaborative and I found she has so much to offer that as a leader, I recognized her skill level and worked with her to gain more knowledge myself. As a leader, it is important to acknowledge others in your school who bring so much experience and knowledge to the table already and to utilize their talent when developing new curriculum or anything else within a school setting.
Collaboration inspires and excites me so this process helped me see the unit from her perspective. We created the stage 1 outline and we talked about the technology piece and how we will incorporate that into the unit. At this point, we decided on our topics and she will be looking through her resources to see what will work with our students.
Immigration Unit
Kim Fuller
3/10/09
This process was very easy for us as we have a friendship and professional connection that has existed for about 15 years. I am fortunate that my partner, our music teacher, has an impressive background in performing arts and cultural education. She has taught in diverse settings and has many opportunities for professional development. Currently she is applying for a grant so she can study in New York City this summer.
This experience was very collaborative and I found she has so much to offer that as a leader, I recognized her skill level and worked with her to gain more knowledge myself. As a leader, it is important to acknowledge others in your school who bring so much experience and knowledge to the table already and to utilize their talent when developing new curriculum or anything else within a school setting.
Collaboration inspires and excites me so this process helped me see the unit from her perspective. We created the stage 1 outline and we talked about the technology piece and how we will incorporate that into the unit. At this point, we decided on our topics and she will be looking through her resources to see what will work with our students.
Wednesday, February 25, 2009
TPCK Chapter 8
TPCK
Chapter 8
Kim Fuller
2/23/08
This chapter was interesting and engaging to read. I have observed my students in their arts classes and see how motivated and engaged they are when learning through the arts. Students gain unique perspectives and learn skills that can be easily incorporated into all the content areas. It was exciting to read about technology and it seems that given the appropriate tools, the ways to use technology in the arts is limitless.
As a classroom teacher, I like many of the ideas presented in this chapter. It presented the use of technology as a way for teachers who are not as versed in the arts to learn and utilize the software available to help their students. I can see using some of the suggested ideas in all the content areas.
I found the ideas for visual arts helpful, particularly the idea of teaching my students about different cultures through the use of visual arts. I have worked on curriculum to help students learn about Maine Native Americans and their rich culture. This book suggested that by using web sites from state and national museums students will get information that is less biased and more historically accurate and from the perspective of the Native Americans. This is so important for teachers and students because otherwise we tend to perpetuate stereotypes and don’t even realize we are doing so. I definitely intend to utilize the web sites from The National Museum of the American Indian and The Smithsonian. I have utilized the web sites from the Abbe Museum and the Hudson Museum in Maine and in doing so have learned a tremendous amount of information I can share with my students and teaching lessons and unit ideas to use in the classroom.
The section on music education and technology was enlightening. This is the class my unit partner teaches. I can see how technology can allow students to explore many facets of music from research to composition. Again, through the use of technology, as a classroom teacher, I can access so much from the Internet in regards to music. I can access free downloads, musical performances, artists blogs/web sites, and archives of cultural music. My students can utilize software such as Garage Band to explore composition, create music to accompany a piece of writing, etc. I like the statement made at the end of this section about music being a universal language. Through technology, students can hear music from around the world as well as share their music with the world.
Dance and drama have always been a huge motivation for students but some teachers can be intimidated by the thought of using in their classroom. However, with the use of technology, students and teachers can be creative and incorporate these arts into the content areas. The Internet has endless ideas on performance ideas, production, research, playwriting, oral histories, monologues and role-playing. Power Point offers a great way for students to share their learning.
Media production offers such a global opportunity for sharing. I liked the ideas presented in this section about using iMovie as a way to communicate with Pen Pals,
the recording of field trips and creating a school news cast. I can see this as very engaging and motivating for students to share their work and learning via iMovie. My class had a wonderful experience creating a move based on a problem solving tool kit that was created for our school. Each student took on the role of a tool and wrote a script about how the tool could help a child solve a conflict. The “Tool Box” also took on a personality. The video was shared with our entire student body and my students felt great pride in their work.
The use of technology in the arts allows accessibility for students with needs to participate and learn through the use of a variety of software. These allow the students to participate and produce products they may not otherwise be able to do. Technology is certain opening up the door for more students and teachers to be creative and learn an interesting way.
Chapter 8
Kim Fuller
2/23/08
This chapter was interesting and engaging to read. I have observed my students in their arts classes and see how motivated and engaged they are when learning through the arts. Students gain unique perspectives and learn skills that can be easily incorporated into all the content areas. It was exciting to read about technology and it seems that given the appropriate tools, the ways to use technology in the arts is limitless.
As a classroom teacher, I like many of the ideas presented in this chapter. It presented the use of technology as a way for teachers who are not as versed in the arts to learn and utilize the software available to help their students. I can see using some of the suggested ideas in all the content areas.
I found the ideas for visual arts helpful, particularly the idea of teaching my students about different cultures through the use of visual arts. I have worked on curriculum to help students learn about Maine Native Americans and their rich culture. This book suggested that by using web sites from state and national museums students will get information that is less biased and more historically accurate and from the perspective of the Native Americans. This is so important for teachers and students because otherwise we tend to perpetuate stereotypes and don’t even realize we are doing so. I definitely intend to utilize the web sites from The National Museum of the American Indian and The Smithsonian. I have utilized the web sites from the Abbe Museum and the Hudson Museum in Maine and in doing so have learned a tremendous amount of information I can share with my students and teaching lessons and unit ideas to use in the classroom.
The section on music education and technology was enlightening. This is the class my unit partner teaches. I can see how technology can allow students to explore many facets of music from research to composition. Again, through the use of technology, as a classroom teacher, I can access so much from the Internet in regards to music. I can access free downloads, musical performances, artists blogs/web sites, and archives of cultural music. My students can utilize software such as Garage Band to explore composition, create music to accompany a piece of writing, etc. I like the statement made at the end of this section about music being a universal language. Through technology, students can hear music from around the world as well as share their music with the world.
Dance and drama have always been a huge motivation for students but some teachers can be intimidated by the thought of using in their classroom. However, with the use of technology, students and teachers can be creative and incorporate these arts into the content areas. The Internet has endless ideas on performance ideas, production, research, playwriting, oral histories, monologues and role-playing. Power Point offers a great way for students to share their learning.
Media production offers such a global opportunity for sharing. I liked the ideas presented in this section about using iMovie as a way to communicate with Pen Pals,
the recording of field trips and creating a school news cast. I can see this as very engaging and motivating for students to share their work and learning via iMovie. My class had a wonderful experience creating a move based on a problem solving tool kit that was created for our school. Each student took on the role of a tool and wrote a script about how the tool could help a child solve a conflict. The “Tool Box” also took on a personality. The video was shared with our entire student body and my students felt great pride in their work.
The use of technology in the arts allows accessibility for students with needs to participate and learn through the use of a variety of software. These allow the students to participate and produce products they may not otherwise be able to do. Technology is certain opening up the door for more students and teachers to be creative and learn an interesting way.
Wednesday, February 11, 2009
Chapter 6 Reflection
TPACK Reflection 3
EDU 583
Kim Fuller
2/10/09
I found the statements regarding social studies as lacking clear academic or disciplinary structure interesting. It made sense to me when thinking in terms of scholars constructing new forms of knowledge and verifying that knowledge. I agree Social studies is a collection of disciplines and is adapted for teaching purposes. I also see how social studies is constantly changing and is based on various perspectives thus the adaptation of the many disciplines can be done in many ways.
Technology adds another facet to the teaching of social studies and involves the use of resources and the adaptation of those resources. As a fourth grade teacher, I have begun to look a online sources to use for social studies units. Some sources are for my personal research on a topic so I have a good understanding topic. I also look for sources my students can access be it images and videos, text or interactive cites. Our district has offered some professional opportunities so teachers can learn to critique cites and resources. Our media specialists also provide teachers in our district with many links and cites to investigate. My challenge is finding the time to visit the cites and thoroughly go through each one. I have made use of the Portaportal tool in my classroom so students can quickly access specific cites I have reviewed and found to be the most useful. This is a great tool because it eliminates confusion and makes our time with the computers more productive. Teachers can share their Portaportals with each other. This helps in getting new cites reviewed. However, my Portaportal, is limited to the cites I have selected within the time I have available to update my page.
I find it necessary yet again difficult to go through the critical media skills with my students. Partly because I am stilling learning these skills myself, and the fact we have laptops for limited time throughout the week. I find myself wanting to get right into the project so we can make the best use of our time with the laptops. I need to incorporate these skills right into our activities. The non-linear aspect to computers is something which I am slowly getting used to, but I feel children are more comfortable with this concept and are more willing to explore a cites options. But I do see children “surfing” and not slowing down to really investigate some information. Again, teaching the skills is necessary to help students use technology effectively.
The aspects of technology within the context of social studies that are more difficult for me to utilize and teach my students are the communication and social networking.
I see the ways it can be done but I am having difficulty putting them into practice. I teach my students how to use email. We have created videos and shared them with our student body. We have created digital books and slide shows. But, I have yet to create a place where students can communicate with other students on topics or share work on a regular basis. I hope to learn how to do this effectively. However, outside of school many students are networking and it will be an easy transition to utilize these skills at school.
Other aspect of technology I find fascinating, are all the geographic tools that are now available. Again, these tools can provide perspectives and images that are current and student can have instant access to them. It in another area I need to learn more about.
Finally, the children in my classroom have a different way of seeing the world and see technology as an integral part of their world. I have to learn from them and for them.
EDU 583
Kim Fuller
2/10/09
I found the statements regarding social studies as lacking clear academic or disciplinary structure interesting. It made sense to me when thinking in terms of scholars constructing new forms of knowledge and verifying that knowledge. I agree Social studies is a collection of disciplines and is adapted for teaching purposes. I also see how social studies is constantly changing and is based on various perspectives thus the adaptation of the many disciplines can be done in many ways.
Technology adds another facet to the teaching of social studies and involves the use of resources and the adaptation of those resources. As a fourth grade teacher, I have begun to look a online sources to use for social studies units. Some sources are for my personal research on a topic so I have a good understanding topic. I also look for sources my students can access be it images and videos, text or interactive cites. Our district has offered some professional opportunities so teachers can learn to critique cites and resources. Our media specialists also provide teachers in our district with many links and cites to investigate. My challenge is finding the time to visit the cites and thoroughly go through each one. I have made use of the Portaportal tool in my classroom so students can quickly access specific cites I have reviewed and found to be the most useful. This is a great tool because it eliminates confusion and makes our time with the computers more productive. Teachers can share their Portaportals with each other. This helps in getting new cites reviewed. However, my Portaportal, is limited to the cites I have selected within the time I have available to update my page.
I find it necessary yet again difficult to go through the critical media skills with my students. Partly because I am stilling learning these skills myself, and the fact we have laptops for limited time throughout the week. I find myself wanting to get right into the project so we can make the best use of our time with the laptops. I need to incorporate these skills right into our activities. The non-linear aspect to computers is something which I am slowly getting used to, but I feel children are more comfortable with this concept and are more willing to explore a cites options. But I do see children “surfing” and not slowing down to really investigate some information. Again, teaching the skills is necessary to help students use technology effectively.
The aspects of technology within the context of social studies that are more difficult for me to utilize and teach my students are the communication and social networking.
I see the ways it can be done but I am having difficulty putting them into practice. I teach my students how to use email. We have created videos and shared them with our student body. We have created digital books and slide shows. But, I have yet to create a place where students can communicate with other students on topics or share work on a regular basis. I hope to learn how to do this effectively. However, outside of school many students are networking and it will be an easy transition to utilize these skills at school.
Other aspect of technology I find fascinating, are all the geographic tools that are now available. Again, these tools can provide perspectives and images that are current and student can have instant access to them. It in another area I need to learn more about.
Finally, the children in my classroom have a different way of seeing the world and see technology as an integral part of their world. I have to learn from them and for them.
Thursday, January 29, 2009
Chapter 2 Reflection
TPCK Chapt. 2
Reflection 2
Kim Fuller
1/20/09
In the last 4 years, I have been teaching in a district that is very
committed to technology. Prior to this teaching assignment, I
worked in a district that was less committed and the digital divide
as very obvious. Where I am currently teaching, my fourth graders
have access to laptops several times a week and have email accounts.
The laptops are used for a variety of purposes; research, skill practice,
shared media experiences, communication and presentations. All
grading is done on Powergrade and parents can access student grades
via the internet. It is difficult for all parents to have access to the internet.
It is also difficult for all students to have equal access due to lack of
internet at home, problems with computers at school, blocks placed on
certain sites and each teacher’s level of competence with technology.
Personally, I have had to play “catch-up” with my current staff because
I had not had the professional development like others in my school. I am
still learning and trying to become more comfortable with the integration
of technology into all the content areas. My district does provide professional
development each year by hosting a week long institute where teachers can
attend workshops on various topics. This past year, I worked with my fourth
grade team on integrating technology into a social studies unit on Immigration
and we developed a Web Quest. We also created digital field guides for an
ecosystem unit and each student used a digital camera to take photos of an
ecosystem and each student was able to create a field guide. This was a very
successful endeavor. But I still can see where I am not doing as much as other
educators so I continue to work on my skills particularly in the area of Wikis
and Blogs.
Technology is developing at such a rapid pace and it is very difficult to keep up to
speed. I also find technology to be a personal taste. Some people are very drawn
to it and others choose to do other things in their spare time. So interest and
motivation can be part of the divide as well. Personally, I have been slower to
embrace technology but do see its potential and how it can provide many engaging
and divergent experiences for my students.
Reflection 2
Kim Fuller
1/20/09
In the last 4 years, I have been teaching in a district that is very
committed to technology. Prior to this teaching assignment, I
worked in a district that was less committed and the digital divide
as very obvious. Where I am currently teaching, my fourth graders
have access to laptops several times a week and have email accounts.
The laptops are used for a variety of purposes; research, skill practice,
shared media experiences, communication and presentations. All
grading is done on Powergrade and parents can access student grades
via the internet. It is difficult for all parents to have access to the internet.
It is also difficult for all students to have equal access due to lack of
internet at home, problems with computers at school, blocks placed on
certain sites and each teacher’s level of competence with technology.
Personally, I have had to play “catch-up” with my current staff because
I had not had the professional development like others in my school. I am
still learning and trying to become more comfortable with the integration
of technology into all the content areas. My district does provide professional
development each year by hosting a week long institute where teachers can
attend workshops on various topics. This past year, I worked with my fourth
grade team on integrating technology into a social studies unit on Immigration
and we developed a Web Quest. We also created digital field guides for an
ecosystem unit and each student used a digital camera to take photos of an
ecosystem and each student was able to create a field guide. This was a very
successful endeavor. But I still can see where I am not doing as much as other
educators so I continue to work on my skills particularly in the area of Wikis
and Blogs.
Technology is developing at such a rapid pace and it is very difficult to keep up to
speed. I also find technology to be a personal taste. Some people are very drawn
to it and others choose to do other things in their spare time. So interest and
motivation can be part of the divide as well. Personally, I have been slower to
embrace technology but do see its potential and how it can provide many engaging
and divergent experiences for my students.
Chapter 1 Reflection
Reflection
TPCK Chapt. 1
Kim Fuller
1/20/09
The complexities of teaching and learning have been present in my work from the first
day I began my career as an elementary teacher. My first teaching assignment was to
work with pre first-graders and I was hired in November due to large class sizes. My
students were 5 and 6 year-olds and had already bonded with their first teacher. This
alone was a huge hurdle not to mention I had no experience with students that young. So
the complexities of teaching hit me full-on everyday of my first year. I was constantly
trying things, evaluating, revamping and trying again. Many days I was scared to death
because I had no idea what the day would bring. I was on my own and had little support in those early days. I look back and wonder sometimes… How did those students survive
my first attempts as an educator? That experience humbled me and continues to influence my teaching and learning to this day. I learned quickly that teaching involves constant decision-making, reacting to energies from multiple sources and behaviors. How I behave as an educator and the choices I make constantly impact someone. This can be a very overwhelming concept. I did learn early to seek help from my peers. I was lucky to work with veteran teachers who were very willing to share materials, strategies and philosophies. Those early interactions with my colleagues helped me to face the complexities of education with some preparedness.
As I continue in my career, I am constantly looking for ways to improve my
teaching and assist my students but I am also aware of how we all operate at our own
developmental levels, teachers and students alike. We all take in information, learn
strategies and apply them as we are ready. That adds to the complexities of education.
I might learn a new technique or strategy and attempt to use it with my students and it
may or may not be successful. I will have to reflect, adjust and try again. My students
will follow a similar path. Today, I have much more support and have had many
opportunities to work with my peers. It is my belief that due to the complexities of
teaching and learning, we need to be in a transparent environment where we work with
other professionals to improve our skills.
TPCK Chapt. 1
Kim Fuller
1/20/09
The complexities of teaching and learning have been present in my work from the first
day I began my career as an elementary teacher. My first teaching assignment was to
work with pre first-graders and I was hired in November due to large class sizes. My
students were 5 and 6 year-olds and had already bonded with their first teacher. This
alone was a huge hurdle not to mention I had no experience with students that young. So
the complexities of teaching hit me full-on everyday of my first year. I was constantly
trying things, evaluating, revamping and trying again. Many days I was scared to death
because I had no idea what the day would bring. I was on my own and had little support in those early days. I look back and wonder sometimes… How did those students survive
my first attempts as an educator? That experience humbled me and continues to influence my teaching and learning to this day. I learned quickly that teaching involves constant decision-making, reacting to energies from multiple sources and behaviors. How I behave as an educator and the choices I make constantly impact someone. This can be a very overwhelming concept. I did learn early to seek help from my peers. I was lucky to work with veteran teachers who were very willing to share materials, strategies and philosophies. Those early interactions with my colleagues helped me to face the complexities of education with some preparedness.
As I continue in my career, I am constantly looking for ways to improve my
teaching and assist my students but I am also aware of how we all operate at our own
developmental levels, teachers and students alike. We all take in information, learn
strategies and apply them as we are ready. That adds to the complexities of education.
I might learn a new technique or strategy and attempt to use it with my students and it
may or may not be successful. I will have to reflect, adjust and try again. My students
will follow a similar path. Today, I have much more support and have had many
opportunities to work with my peers. It is my belief that due to the complexities of
teaching and learning, we need to be in a transparent environment where we work with
other professionals to improve our skills.
Subscribe to:
Posts (Atom)