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.