Chapter 5 TPCK World Languages

I appreciate that Van Olphen mentions the use of email and the internet (online exhibitions and such) as ways modern world language teachers can reach their students and integrate technology. Though simple, rich experiences and serious engagement of students will occur if one utilizes these technologies in the proper manner. These are simple ways to encourage the use of technology in our classrooms with teachers who may not be comfortable with technology.

When I think of Mt. Blue High School and technology the teachers whose names first pop into my head outside of the English department are world language teachers. Two modern world language teachers earned their masters degrees with a focus on technology, and one is a half time technology integrator at the high school. These three teachers all are pushing for seamless integration of technology in their classrooms and all classrooms at MBHS.

I know that they are currently using the MacBooks for students to record oral portions of exams. I no longer see teachers in the hall questioning students and taking notes. Modern language teachers now ask students to record themselves on the MacBooks and upload recordings to wikis. The teacher then listens to these and scores these at home. The speaking portions of tests used to take days to administer. They now take one class period.

These teachers impact my classroom as the shift of the school culture toward one that integrates technology has been successful because of these educators. I know that students who come to me from their classes will have knowledge pertaining to imovie, garage band, and wikis. A huge weight is lifted as these students will aid others in my room with technology troubleshooting so there is not a huge line waiting for me to answer technology questions.

It is mentioned (yet again) that teachers need the proper training so that they may feel comfortable using technology in classrooms. It was not lost on me that Van Olphen states that Krashen found in a 1981 and 1982 study that “adults acquire language structures in a predictable order provided that they are exposed to comprehensible input and within a low anxiety environment” (p. 111). Many adults (many people for that matter) acquire technology skills in the same manner. They need the technology to be straightforward and they need an environment that has little stress.

TPCK Chapter 4 English

• The chapter doesn’t really give me tons of insight. I can think of a few answers to some of the statements concerning preservice teachers appearing on page 94.

1. The first is that I feel many preservice teachers do not (or did not) use technology because they were not taught by teachers who used technology. They probably like (or liked) their teachers (and school for that matter), and see little reason to alter what has always worked for them.
2. The second is that one of the studies was done in 2000, which is a great deal of time as far as technology is concerned. I think if the study were done today, one would find that preservice teachers would be much more comfortable with integrating technology and would be much more successful doing so.

• As far as the other studies that found that preservice teachers relied heavily on one or two models: What new (or veteran) teacher doesn’t rely on what they already know how to do? It would be crazy for a brand new teacher to take on brand new technology when they are already taking on new classes and being introduced the idiosyncrasies of new attendance and grading systems that ARE new technology (even if they are not linked to student learning). I feel like it is veteran teachers who are usually less willing to try new technology and applications.

• It all comes down to time. New teacher “Laura” used the Internet and was successful in doing so, but she did not have E-TPCK.

• Nell” used lots of her personal time and was dedicated to making her unit work. She trained herself, wrote grants, bought software, and was obviously driven. This is not often the case with veteran teachers.

• There is no “content focused” training in either situation. It all came down to who was willing to sacrifice her own time to make technology work for their students.

• We (luckily) have the technology at Mt. Blue. Now we need training and time to create stimulating learning environments for our students through the use of this technology. I’m glad that this chapter supported these beliefs.