fd's Flickr Toys: Do fun stuff with your photos
Posted using ShareThis
Sunday, May 10, 2009
Monday, April 20, 2009
Chapter 11 TPCK in Preservice Education
Before I begin I just want to say that I love the way the inspirational quotations are dispersed throughout this TPCK Chapter.
I’ve been pondering ideas revolving around technology and preservice education a great deal. Many people become teachers because they are successful in school. They carry their successes with them, and sometimes wear them on their sleeves. Because these preservice educators were successful with a traditional approach to education, they are likely going to model their own teaching in the same way. I fear that these preservice educators will push technology to the side and continue teaching in the same way that people have been teaching for the last two hundred years.
We’re so lucky to have UMF so close. I feel like UMF has certainly come a long way embedding technology in their program since I completed my undergrad. That being said, as a mentor teacher, I have yet to see a huge push coming from my student teachers and practicum teachers as far as technology is concerned. I know that the knowledge is there, but I feel that the student teachers and practicum students I’ve had have been using technology for their own learning rather than that of my students. I’m surprised that they haven’t come to me with new and fabulous ways of embedding technology into their lessons. Perhaps it is because I haven’t had a student teacher this year.
It is my own colleagues at the high school who have been pushing the envelope and sharing tools and strategies connected to technology. I have been so impressed with the technology that has been shared by my colleagues.
I’ve been pondering ideas revolving around technology and preservice education a great deal. Many people become teachers because they are successful in school. They carry their successes with them, and sometimes wear them on their sleeves. Because these preservice educators were successful with a traditional approach to education, they are likely going to model their own teaching in the same way. I fear that these preservice educators will push technology to the side and continue teaching in the same way that people have been teaching for the last two hundred years.
We’re so lucky to have UMF so close. I feel like UMF has certainly come a long way embedding technology in their program since I completed my undergrad. That being said, as a mentor teacher, I have yet to see a huge push coming from my student teachers and practicum teachers as far as technology is concerned. I know that the knowledge is there, but I feel that the student teachers and practicum students I’ve had have been using technology for their own learning rather than that of my students. I’m surprised that they haven’t come to me with new and fabulous ways of embedding technology into their lessons. Perhaps it is because I haven’t had a student teacher this year.
It is my own colleagues at the high school who have been pushing the envelope and sharing tools and strategies connected to technology. I have been so impressed with the technology that has been shared by my colleagues.
Wednesday, April 1, 2009
Saturday, March 28, 2009
Chapter 8: TPCK in arts education
While I am the first to admit that I didn’t go to all of the sites listed in this article, I appreciate that the author did some research and names sites where teachers can find resources utilizing arts education. My only gripe about having a plethora of websites is the way they were listed. It would be more user friendly to have this information in list form. Lots of the websites are fabulous.
I like that the author believes that arts should be integrated across subjects. As an English Language Arts teacher, I try to integrate art or discussions connecting literary works to art in my classes regularly
This chapter was one of the best in the text. Because we live in rural Maine, access to famous works of art can be limited. There are immense access and equity issues when it comes to art in Maine Schools. That being said, in Maine there are programs available via Colby College and The Farnsworth that help teachers bring students to the works of art at their sites. Although there is really nothing like looking at actual works to really understand the depth, breadth, or sheer size; looking at the actual works is not always an option. The internet can open the world of art to our students in ways that were once inconceivable. You can go to the Louvre or MOMA (and many other art museums) without leaving your classroom.
I like that the author believes that arts should be integrated across subjects. As an English Language Arts teacher, I try to integrate art or discussions connecting literary works to art in my classes regularly
This chapter was one of the best in the text. Because we live in rural Maine, access to famous works of art can be limited. There are immense access and equity issues when it comes to art in Maine Schools. That being said, in Maine there are programs available via Colby College and The Farnsworth that help teachers bring students to the works of art at their sites. Although there is really nothing like looking at actual works to really understand the depth, breadth, or sheer size; looking at the actual works is not always an option. The internet can open the world of art to our students in ways that were once inconceivable. You can go to the Louvre or MOMA (and many other art museums) without leaving your classroom.
Tuesday, March 24, 2009
Chapter 7 TPCK Math
When I think of math I grumble a bit. I always did well in math in school, but I felt it was because I could follow directions with ease. I could find the answers, and I understood the processes for the most part. The difficulty was in the fact that math was boring. Nothing and no one ever made it interesting, intriguing, or engaging. If we had had more access to technology, it may have been better. I think it really does depend on the teacher when it comes to math (for me). I could have had the most bland, dry English teacher in the world and been excited because the subject is fascinating to me. Math, on the other hand is not something I am drawn to. Because of this, I especially appreciate a creative math teacher. I wish the technology mentioned in this chapter had been used in my math classes. I certainly would have been more engaged with my mathematics education if it had been.
This chapter touched on the use of calculators. I happen to be a huge proponent of calculators as they expedite work, but I know that many people don’t agree with me. I have found that people who argue against the use of calculators oftentimes argue against the use of computers in the classroom. These people believe that students must know the basics, and that technology is a waste of time.
This chapter touched on the use of calculators. I happen to be a huge proponent of calculators as they expedite work, but I know that many people don’t agree with me. I have found that people who argue against the use of calculators oftentimes argue against the use of computers in the classroom. These people believe that students must know the basics, and that technology is a waste of time.
Chapter 9: TPCK Science
“Discussing TPCK in general, or science knowledge in general, is not especially helpful. TPCK is made up of very specific knowledge that happens to live in the boundary between subject matter and teaching. Technology adds a layer of complexity to the demands on teacher knowledge because of the unpredictability of what will be available, and how it will change over time.” (McCrory 204).
I especially appreciate this quotation taken from the reading as it encapsulates my thoughts on technology. I feel like technology is evolving so rapidly that as I learn more, I only truly learn that there is much more out there. Students are initially engaged and excited with new technology, but this engagement can quickly turn to boredom. I feel like part of this is due to the world of instant gratification we live in.
“We need to teach teachers as we wish them to teach.” (205)
This is another quotation that hit a note with me. Some veteran teachers in our district (in all districts) have never been exposed to technology in the ways that younger teachers have. I feel that teachers should be encouraged to take courses that have at least a partial focus on technology. If they do this, then they will be forced to be more comfortable with technology.
I especially appreciate this quotation taken from the reading as it encapsulates my thoughts on technology. I feel like technology is evolving so rapidly that as I learn more, I only truly learn that there is much more out there. Students are initially engaged and excited with new technology, but this engagement can quickly turn to boredom. I feel like part of this is due to the world of instant gratification we live in.
“We need to teach teachers as we wish them to teach.” (205)
This is another quotation that hit a note with me. Some veteran teachers in our district (in all districts) have never been exposed to technology in the ways that younger teachers have. I feel that teachers should be encouraged to take courses that have at least a partial focus on technology. If they do this, then they will be forced to be more comfortable with technology.
Subscribe to:
Posts (Atom)
