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.
Wednesday, February 25, 2009
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.
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