Chapter+12+TPACK

= = = = = = == = = = = = = = = = Present: It's Almost "Summertime!" = = = = = = = = = = media type="file" key="summertime-miles_davis.mp3" width="116" height="116" = = = = = = = = = = = = = = = =Abstract= This chapter focused on the use of the TPACK model by experienced teachers. The author of this chapter, Judith B. Harris, broadly defines technology integration as, “the pervasive and productive use of educational technologies for the purposes of curriculum-based learning and teaching (p. 252).” Although the integration of technology into classrooms by veteran teachers is improving, studies show that the technology is being added to the curriculum, as opposed to being used in depth to access the curriculum. In service teachers need to look at their lessons and units again, and find places where technology could enhance their teaching and students’ learning. Harris suggests that veteran teachers use “activity structures” to assist them in doing this. Activity structures are classroom activities that have specific rules, guidelines, behaviors, and materials related to them. The point is that by using familiar activity structures students will build a tool box of activities with which they are familiar with. For instance, each time a teacher introduces a virtual field trip (or telefieldtrip, as referenced in the text) students will know what is expected of them and the sequence of events associated with it. Teachers will also become more comfortable with using different activity types and will expand upon their use of technology in their classroom. = = Experienced teachers also need explanations of why they need to learn these new ways (the TPACK system). We will relate our new learning to our own classrooms, causing us to be more open to change and implement the new learning. The TPACK concept should be introduced during professional development and discussed among colleagues. The author suggests that collaboration between teachers be a priority during this process and that teachers are allowed to act upon the model as much as they feel comfortable. The hope is that the success found will be built upon as time goes on. It is important to remember that teaching is an art form. We all have our unique, creative ways to act and improvise in our classroom. We need to recognize that our profession is constantly changing and what we are doing now is not the same as ten years ago. What we are doing now is going to look much different in ten years.

image courtesy of: flickr.com = = = = =Common Threads=

Professional Development:
In chapter 12 the author defines technology integration as “the pervasive and productive use of education technologies for the purposes of curriculum-based learning and teaching.” (p. 252) The definition implies that whatever technology utilized for teaching should be useful to and [|intertwined with the curriculum]. In order for [|in-service teachers] to gain the knowledge necessary for this level of integration beyond the usual scabbing on of technology for the sake of satisfying administrative goals teachers need useful, pervasive and productive [|professional development] that targets their content area and grade level. The following links may serve to launch the process:

[]

[]

[]

Technology as a Tool:
After reading chapter 12 and all the reflections several common threads in regards to technology were apparent. [|Technology as a tool] was loud and clear. It was noted that veteran teachers have an ability to critique and utilize technology due the their solid knowledge of [|content] and years of practice with classroom management. THANK YOU!!! It also noted how certain technologies have become "tried and true" because teachers in the field have tested and used these certain technologies successfully over time i.e Webquests and PowerPoint. And now teachers are moving toward Blogs and Wikis as tools with multiple applications. What's next? We can only imagine. This only confirms that it's the [|tools] and how teachers use them that makes a true impact not just technology for technology's sake.

http://www.education-world.com/a_tech/tech/tech216.shtml http://school.discoveryeducation.com/schrockguide/sci-tech/scies.html image courtesy of: flickr.com

Improvisation:
Teaching demands [|flexibility]. Who hasn't had to [|rally a class back] from the first flakes of snow drifting by the window, the lone spider that has squared off against the loudest girl in your homeroom, the flock of turkeys that have found their way onto the soccer field or even the dreaded heat of late May and early June that whispers promises of an approaching summer vacation in the ears of even your most studious pupils? But that is not the only improvisation that takes place. Reading through the many postings of our cohort, it became clear that teaching itself not only requires flexibility, but so do the teachers themselves. Teachers need to have the ability to plan and work in their own unique ways. Best put by Christine, "there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom." With years of experience comes the 'teaching as second nature' that Meg refers to. We are great [|teachers] because we perform our different roles in our respective classrooms. We all dance to our own tune, and in the process, we give children unique and engaging experiences. Just as we need to [|differentiate in our classrooms], we need to be allowed the freedom to be [|differentiated educators].

image courtesy of: flickr.com

toc

Cindy
Okay, oops! I guess before I wrote my reflection on Chapter 11 I should have looked ahead to Chapter 12’s title. I wrote that I hoped that current educators and students weren’t forgotten and here we have this chapter.

In Chapter 12 the author points out the discrepancy between leaders’ vision and practioners’ actions. This is a reoccurring theme that can be found in many technology related journals. A recent article that I read in Edutopia stated that we have only been “dabbling” with technology in our schools. We really have only made a small change to do “old things in new ways.” Educators still show resistance to new technologies. Technology integration efforts are difficult to sustain, which I think is true in MSAD9. Additionally, many school systems put up resistance by blocking email access, Wikipedia, cell phones, unfiltered Internet access and more. These are issues that the author of this chapter agrees with and offers suggestions for changes in professional development.

Judith Harris reintroduces the “wicked problem” of TPCK. Not only is TPCK interdependent with the other variables previously introduced and explored throughout the book but is influenced by other factors such as culture, socioeconomic status, and organizational structure. All of these factors have to be weighed and considered as teachers plan their units of study and teaching strategies. Definitely a “wicked problem!” The additional problem of lack of time for planning and learning was also discussed. This is certainly our reality.

The author recognizes that experienced teachers need a different type of professional development than novices. She proposes that professional development be developed around activity types (structures) within and across curriculum-based disciplines. I was especially interested to see that one of her examples was Japanese Lesson Study. Before I changed position I had read about and gone to a workshop on this collaborative professional development model. The PLC work many of districts are now supporting is somewhat similar but I feel falls short of this model. Maybe it is a step in that direction. I think focusing on activity types in these collaborative groups could help teachers support one another in recognizing, discussing, and selecting TPCK activity types that would transform their instruction.

I really thought the break down of Social Studies into “knowledge-building” and “knowledge expression” activities was an interesting way to think about instructional design. Modifying this model to another curricular area and for multiple grade levels would be helpful but challenging.

The chapter ends with an equation that defines an experienced teachers’ willingness to integrate technology: utility= value/effort. The problem comes in identifying the utility. The quote on the top of page 268 sums up the problems that interfere with teachers identifying the utility of technology integration. If, as teachers, we have a tendency to hold onto the comfortable old practices we are familiar with and if we tend to change by resurfacing our practices with new approaches then deep change will surely be slow and difficult. We are, however, not alone in this. Administration often asks for us to implement changes that are not supported with focus, time, professional development or monies. Deep change needs continuous support. We can’t just plug new in for old and continue on our way. As the author states, The development of pedagogical approaches,...is an additive, recursive, and expansive process.” _

**Jenny R. Couture-**
Chapter twelve, by J.B. Harris, was about TPCK in in-service education. I agree that teaching for veteran teachers is a combo of “careful, creative planning and spontaneous improvisations.” In-service teachers have a bag of ideas to choose from for every lesson they teach. They combine their own style and ideas with the style and ideas of other professionals. For many in-service teachers, it’s becoming clear that it’s time to start adding to our “bag of tricks” by learning and experimenting with technology. Harris makes it clear, however, that “educational technologies need to be applied appropriately in many types of teaching and learning. Technology should assist with- not overshadow- teachers helping students to meet curriculum based standards (p 252).”

Technology is meant to assist good teaching, not take the place of it. In doing this, teachers must recognize content, structure, and advantage. To me this means that we must follow the given curriculum while choosing the most appropriate (old or new) ways to teach it. If we have a technology that supports “inquiry, collaboration, and/or the re-configured relationships among students and teachers” than this may be more appropriate than a method previously used to teach the content.

The chapter went on, pointing out aspects of technological problems that we’ve been made aware of in previous chapters. Harris reiterated the “wicked problem,” of technology use by teachers, but later gave examples of ways in which technology could be used to enhance lessons. Keypals, information exchanges, telefieldtrips, social action projects were just a few excellent ideas mentioned.

One last quote that I feel should apply to both adults and to students: “Adults need to know why they should learn something, and how, if at all, it will benefit them directly. Adults resent and resist situations in which they feel others are imposing their wills on them. Adults respond better to learning if their past experience and expertise can be acknowledged and used in the present learning act. Adults prefer authentic learning, in which direct ties to particular tasks, problems, or similar real-life situations are made (p.267)” Giving students the same will enhance motivation and the likely hood that they will walk away realizing why it is important to be learning the lessons being taught.

Meg Doughty
I'm a sucker for a good extended metaphor, so I enjoyed this chapter in which teaching was compared to playing jazz. It is so accurate, especially for older experienced teachers. So much of what I do is second nature that I hardly have to think about it. I found this to be very true when I was planning for being out for two weeks after my surgery. "How hard could it be," asked my kids, when I mentioned my struggles. "OK," I said, "imagine that I told you to get up go to your car and drive home right now. You could do it almost automatically, right? Now imagine that you have to give a total stranger directions for doing the same thing. You have to walk them through every step: how to get out of the building, how to find your car in the parking lot, how to turn it on, and explicit direction on how to get to your house. Not so easy, is it?"

This is what teaching is like, second nature. We get relaxed, comfortable. Complacent, perhaps. We don't like change because change asks us to do more, to do things differently, to try, to stretch, to grow. And growing is sometimes painful. So we build barriers and say we have no time! We have no resources! We don't know how! And I get frustrated with people like that. If teaching is about learning, shouldn't we model a willingness to learn and try new things? What would any one of us do if our students used any of the excuses that we try to use? Would we buy it? Probably not. But it works for teachers sometimes.

I liked that part of this chapter that mentioned that "adults need to know why they should learn something, and how, if at all, it will benefit them directly" (p.267). Perhaps it is different for me because I teach high school, but I know that my kids feel this way. They really want to know why they are learning things and how it will benefit them. Incorporating 21rst century skills into the curriculum will not only excite them, it will provide an answer to those questions of "Why do we have to do this?" and "Why do we have to read this" or the more dreaded "Do I need to know this?" and "Will this be on the test?"

I also liked the part of the chapter that talked about "developing a taxonomy of TPCK-related activity types" (p. 263). This may be what some teachers need in order to start exploring TPCK. It's always easier when you have a template or framework given to you, rather than having to re-invent the wheel. We should go back to our schools and implement our projects next year. Then we should present them to the entire staff at our respective buildings. We may be able to inspire some of our colleagues to try "just one thing" related to technology. We need to take away the barriers that are currently used as excuses and challenge everyone to grow.

Keith
TPCK Chapter 12

As I read chapter twelve, I found myself agreeing with several of the ideas presented by Judith Harris. I was surprised to see myself being described at times. It was useful to read about how to help in service teachers gain TPCK skills.

One piece that I connected to was the idea that technology “should assist with - not overshadow - teachers helping students to meet curriculum-based standards.” (p. 252) I agree with this point completely and at times I have struggled to get to this point. For a while I was using technology to have the students create “projects”. Some of the time these projects were very beneficial in helping my students to learn and meet standards. Other times we did them just to try the technology; the content was lost. I think that it is really important that teachers reflect upon how technology is used and whether it serves the purposes intended. The more information I learn about technology possibilities the more mindful I am of the advantages and disadvantages.

This connects to an additional point in the chapter. It is necessary for teachers to understand what is available for technology before a teacher can really think about how to integrate technology effectively into a curriculum. Teachers must gain an understanding of technological PCK before they can consider TPCK. This idea makes a lot of sense to me. I correlate this to a chef making a recipe. Before the chef can create a fabulous dish he has to have the right ingredients. Before a teacher can integrate technology, he must know what the possibilities are and how they would be beneficial for students’ learning.

In order for in-service teachers to gain this knowledge it must be taught or shared with them in a meaningful fashion. Adult learners, according to this chapter, need two big things. They need to understand why they are learning something and how they will benefit directly from it. They also need to know whether or not the outcome will be worth the effort. I know for me, these ideas are important. I like to understand why I’m doing something and what the end result will look like, otherwise, the learning is not as effective. These same needs are often essential for children as well. It is important that students know why they are doing something and what the outcomes or benefits will be.

Christine Harrington
Chapter 12- TPACK in in-service education: Assisting experienced teachers’ “planned improvisations”

Most of the chapter, like the rest of the chapters in this TPACK book were about how to integrate technology into your everyday curriculum and planning. There were some comments and ideas that I really liked in the chapter which I would like to share with you.

There was a comment about technology integration and how it is not defined by the amount or type of technology, but how and why it is used. This is a theme that I was able to take out of this chapter. In-service and experienced teachers are going to do what they see is best for their children and their learning. The integration of technology needs to be appropriate and beneficial and done in a way that is meaningful to children and their learning.

“There is no technological solution that applies for every teacher, every course, or every view of teaching.” What works for some teachers and some grade levels doesn’t necessarily work for everyone else.

As far as professional staff development in the area of technology...”It is important that professional development for experienced teachers that emphasizes TPCK be flexible enough to accommodate the full range of teaching philosophies, styles, and approaches.” I think what is taught for technology should beneficial to teachers and useful in our classroom. Teachers need to have time to effectively integrate technology in a meaningful way. Teachers need time to use technology and practice integrating it into a unit or lesson plan and students need time for use and practice as well. Sometimes it is hard to find the TIME to do all of this!

New terms...I.R.E= teacher initiation, student reply, teacher evaluation B.N.I.E= bid, negotiated, instantiated, evaluation

With the push to integrate technology, I strongly feel there needs to be a respect for teachers, their teaching styles, and their approach to teaching. There needs to be an understanding that good and experienced teachers know what they are doing and what is best for the children in their classroom. Experienced teachers will integrate technology when they feel it is appropriate and valuable. There is no need to make these teachers feel incompetent and that they are not an effective teacher if a majority of their teaching does not include full blown technology integration. The integration of technology is important and I know it is extremely beneficial and necessary for the children of this generation, however, it needs to pertain to what I am teaching and I need to see it effectively and efficiently impacting student learning. I will continue to try my best to integrate technology in my kindergarten classroom.

Lisa
Reflection for TPACK, Chapter 12- TPCK In-Service Education

This chapter seemed like a review of the previous eleven chapters we have read. What I found interesting about it were some of the specific things the author recommended to do when teaching experienced teachers. My first thought was, exactly when do you move from a chapter eleven teacher to a chapter twelve teacher? I guess I would not consider myself a preservice teacher, but the term experienced teacher seems too much for me! So I wondered exactly where I would fit in this philosophy. I loved the idea on the first page of this chapter, which referred to teaching as “creative planning and spontaneous improvisation.” It is so true! We do the best planning we can, and are actors from there on! I had a difficult time getting in to this chapter from the music and jazz references and comparisons. Both of these things are foreign to me, which made some of the concepts difficult to grasp. I enjoyed the reminder that technology is any tool that helps us to teach or students to learn. It does not always involve a computer, the internet, or Type Two technology. Technology assists teachers, not replaces them. An important thing to remember is that there is no one way to use or incorporate technology. Each teacher uses technology in his or her own way. This does not mean the students that graduate from that classroom are any more or less prepared with the standards on the curriculum. The advice that the author gave that I liked best about teaching experienced teachers the TPACK model, was to explain to teachers why they need to learn something. It needs to have a direct link to their classroom. I, personally, feel as though this is true for all teachers- present or future. I think it is something we owe to all students, an explanation of why we are expecting them to learn each skill or concept.

Ch 12 TPACK In-Service Education

Judith B. Harris helped infuse content and pedagogy back into traditionally “technocentric” (Papert, 1987 as quoted by Harris, Mishra and Koehler in this [|publication] ) K-12 technology integrations and reforms with her thoughtful use of [|activity types]. I admire any flexible framework that can assist me in planning learning experiences that are varied, effective, appropriate and useful. These //flexible design scaffolds// are very helpful as an in-service teacher that prefers an andragogical approach that recognizes me as a " goal-oriented, purposeful organism" (pg. 267). I can use the activity types in "authentic [teacher] tasks" in my classroom which maximizes the utility of technology integration when developing my own TPACK.

The discussions by Harris made me reflect upon our school technology integration efforts. I was able to identify "efficiency aids" (reporting, attendance and evaluation systems) and "extension devices" (drill and kill sites and software) and how they differ from more "transformative" (wikis, blogs, rich student authoring tools, and other communication technologies that are beginning to support inquiry, collaboration and reconfigure student-teacher and student-student relationships) which our faculty is beginning to explore.

Harris' definition of technology integration is clear and purposeful. "The pervasive and productive use of educational technologies for purposes of curriculum-based learning and teaching." I will use this definition when supporting technology integration efforts in my classroom and school.



Margaret Nerney
Improvisation: the most accurate description of the field of education! I see myself as a perpetual contestant on “Whose Line is it Anyway?” Teachers have to think on their feet and adjust their lessons constantly. It does not matter how wonderful the resources you found or how time consuming the planning, the lesson flows in the way of the students’ needs. I do not know how many student questions have sparked passion filled discussions and on the spot researching. From a click of a mouse and a brief discussion of an author, a 6th grade boy discovered his love for the inspiring words of Langston Hughes. With the viewing of the Presidential Inauguration a fifth grade class is made aware of and curious about a previously unfamiliar topic, the civil rights movement. Real teaching and learning takes place in those moments when we allow ourselves to stray from the rigidity of a lesson plan and truly explore the world around us. Teaching is certainly improvisation at its best. Technology cannot stand alone, it must be integrated into that daily educational improvisation. Judith B. Harris highlighted the ways in which we fail to do so as well as highlighting some of the shared activities that lend themselves to the proper integration. Proper integration starts with letting go of integrating all of the time and embracing the tool only when necessary and appropriate. I hear so many teachers shifting their lessons to include technology as a presentation of research without ever taking a step back and looking at the damage that can cause over the long run. As part of the Research Methods course with Dr. Griswold, my partner Meg and I are researching the ways to bridge the gap in post-secondary writing needs and secondary writing expectations. Through our research we have determined that there is a deficit in writing skills that is not only impacting college freshman, but also those in the workforce and military services. Yet I listen time and again as people brag about making the traditional research paper more enjoyable by removing the tedious writing component. Where is a student to learn how to write effectively if not in school? Why is it better to have them create a Ning, documentary film, or wikispace? What are we giving up for the sake of engagement and entertainment? I too have fallen into that trap, and yet I am one of the first to complain about dwindling writing proficiency. I think one of the most important points that Harris raised was that of the “why” integrate. Replacement is not always the answer. What is the purpose of the project? What is the skill that the student will need to be successful? Chances are that their professor or employer would rather the student be able to research and support ideas and have well reasoned responses than to be able to wow them with a pretty slideshow transition and regurgitated views of others. In focusing on the creative tools, we often forget to help students focus on creative thinking.

Kurt
What technology should I use? When should I use technology? What is the point; is technology really necessary in order to teach my content area? I have struggled with questions throughout this course. Now, I believe that chapter 12 of this little book that I have had a love/HATE relationship with has finally brought me to some kind of answer. The author basically points out that technology integration just for the sake of integration is stupid. The focus should be on the curriculum and not the technology. Harris quotes Earle: “Integration (of technology) is defined not by the amount or type of technology used, but by how and why it is used.” I know good teachers who use a lot of technology, and I know good teachers who use very little. In the past, I have pushed myself to integrate technology, and found myself irritated when it did not seem to produce miraculous results, or even worse when it actually got in the way of learning. When teaching history, a good story told well has no equal. I feel that I am making a mistake if I let technology do a job that I am confident, competent and enthusiastic about doing. The latter being a true advantage to being human. I can deliver a good story better than any computer. O.K., so I've figured out when not to use technology, but when should I? Harris speaks of technology as a “transformative device,” one that changes the subject at a very basic level, but only for specific content areas, music, literacy and art among them (253). I teach social studies; is there a place for technology integration? Yes. I think that I have figured out that I can teach HISTORY better without much of the technology that I have unnaturally crammed into my curriculum. However, SOCIAL STUDIES is another story. Modern society is jammed with technology; it's probably some sort of renaissance. I can effectively, and efficiently teach about current events, trends, and patterns with a host of technological aids. As Harris points out about music, literacy, and art, these are “content areas that are largely defined by the media they use.”(253) I believe that modern culture too is defined by the technology it uses. How foolish it would be to avoid the use of technology when teaching about a technological culture. With the exception of document analysis, I will remain low-tech while teaching ancient history, using technology as a tool for efficiency primarily. But modern geography requires me to utilize everything at hand in order to provide a contemporary delivery of modern knowledge, which is saturated with technology.

Ruth
Chapter 12 TPCK in in-service education  As I process this chapter, I really like the operational definition of technology integration: “the pervasive and productive use of education technologies for the purposes of curriculum-based learning and teaching.” (p. 252) The millennial generation is the first to grow up with technology integrated into their lives—cell phones, iPods, computer, the Internet, instant messaging, texting, MySpace and Facebooks accounts, computer and console video games and multimedia. Therefore, educators should tap into their learning styles and engage these learners, but teachers as professions need to determine the best methods to teach the standards and objectives of the lessons. A quote that resonated with me w as the Branford Marsalis quote: “You don’t know what you like, you like what you know. In order to know what you like, you have to know everything.”(p. 256) In reference to technology, I believe this to be true. If you do not know something exists, how can you incorporate it into your curriculum? At Region 9, the reasons teachers do not integrate technology more is because of two primary reasons time and teacher’s attitudes. However, Smart boards are currently being installed in every classroom, so I am hoping this will be the establishment of new “activity structures”. I also enjoyed the term “performances of understandings” “creating awareness of the learning activity types…to help students meet content and process standards in ways that are congruent with differentiated learning needs and preferences.” (p. 256) Through this class I have learned that project/product based learning will help improve student achievement in all disciplines. It will be interesting to see how project based learning will change schools and how teachers and students teach and learn. When dealing with professional development, “andragogical assumptions suggest that adults need to know why they should learn something, and how, if at all it will benefit them directly.” (p. 267) Adults prefer authentic learning. I think some teachers have seen so many new ideas come and go that they are unwilling to jump on the bandwagon until they see how it will benefit their students. High school students often ask why they should be required to learn something—they too prefer learning to be real. This is part of the reason why many students seek CTE (Career and Technical Education) classes. Recently, I listened to a webinar created by ISTE featuring Michael B. Horn who co-authored the book “Disrupting Class”. [] The authors have some very interesting ideas about what high schools specifically will look like in the future and technology integration and project based learning are certainly part of the package. What will school look like in 50 years? This chapter reinforced many of the ideas presented throughout the book. I enjoyed the way both UbD and TPCK frameworks are very goal oriented and focus on processes.



Hattie
Like Meg, I enjoyed the extended metaphor that ran throughout this chapter. I feel like this metaphor was an especially appropriate one to the teaching experience, because getting up every day in front of an audience—sometimes hostile, though not often as inebriated and surly as I would picture at a jazz club—and perform. Like musicians, we do need to create a certain level of expectancy and maintain a rhythm in our lesson/ unit planning and presentation.

I do get that integrating technology into our planning is essential in helping to engage students in real-world activities and help them develop the digital literacies they will certainly need to possess to navigate the twenty-first century. Like the author of this chapter, though, I do feel that these technologies needed to be integrated in a purposeful and meaningful way that transforms the classroom. I don’t know that technology should become another option to use for a presentation in place of a poster or a memory box. I think that there needs to be a transformative reason for using technology in our classrooms—reasons that will bring the outside world into our classroom and allow our students to participate in real-world problem solving and literacy-building communications.

Like the author of this chapter, I don’t know how this shift will occur if teachers are uncomfortable with the notion of change or don’t recognize the value of changing their current structure. The author repeats the observation we’ve read in previous chapters: teachers usually teach the way they were taught or the way that they were taught to teach. I think that this is why the efforts at professional development where technology integration is concerned have mixed results. It is hard to see the value of a new practice if you do not believe that what you are already using as a structure is not working.

I’ve worked on my own planning and structuring of courses in the past few years to try to create whole-year plans that are cohesive and where every activity and every discussion and every lesson works toward the whole. I feel like I’ve been pretty successful in accomplishing this feat in a few of the courses I teach; some still need work. This process has taken a tremendous amount of time, thought, and preparation. To restructure two full courses in this was has literally taken three years. I do not know that every teacher has this amount of energy to pour into his or her course plans. And, if you feel like your students are learning and they’re “meeting” the standards you and your district set forth, then why would you feel the need to change in the first place?

This is an issue that we’re going to continue to struggle with for a long, long time. The level of work and time that needs to be allotted for a “transformation” in the way we approach integrating a TPCK framework into our courses is simply not happening right now (from what I see) for many of our overworked and overly committed teachers.

**Charmaine**
TPACK Chapter 12 Harris compares teaching to a jazz performance and teaching can be flowing, instructive and satisfying. On the other hand, as with some pieces of music, the performance and results can be fraught with tension, be very discordant and be sounding brass signifying nothing. The sound created in a classroom depends so much on teacher planning, content knowledge, methods and strategies, insight into each student’s learning styles plus sensing what is going on with each individual student each day. This is a lot of work and takes an investment in time and energy.

Use of technology also can be used with no sense of rhythm; almost as some parents use the television as a baby sitter. On the other hand, technology can be an effective tool to help students learn subject content if the focus remains on the curriculum and the process of learning. Teacher lack of “know how” appears to be prohibiting deeper meta-cognitive work by students based on the use of technology. Teachers as professionals do not like to feel insecure in their teaching, so as all individuals do, they tend to gravitate to approaches and methods that have worked well for them. Professional development for teachers must begin to concentrate not just on subject content and pedagogy but on helping teachers to develop and integrate use of educational technologies into their curriculum based teaching. They must be taught how content, pedagogical and technological knowledge is interdependent and not just a “hodge podge” of technological resources to be thrown at students.

Teachers need to know what is available as various learning activities, know how to select and use what is most helpful to meet students’ needs to gain content knowledge according to the students’ learning needs and preferences. One cannot choose wisely or use technology effectively without foreknowledge of what, why and how of resources. At this juncture a concern arises that this new awareness of so many technological resources could cause an over use of different activity structures that would overwhelm the students and the teachers. An orderly sequence must be established with clear expectations about when to do what and clear instruction in how to do it.

In summation, we must hark back to the saying we have heard a myriad number of times, “What’s in it for me?” Harris quoting Knowles (p. 267) calls this “andragogical assumptions.” The suggestion is made that adults need to know why they should learn something, and how, if at all, it will benefit them directly. Given this premise, it is important that professional development be geared to help teachers deal with real life situations, problems and task giving consideration to past experience and expertise. Show teachers how technology can support their teaching and they may not change their style, but will add a new well tuned instrument(s) to the mix.

**Rhonda**
Chapter 12 In-service Teachers Chapter 12 references good teaching to jazz music and includes quotes from jazz performers like Duke Ellington and Dizzies Gillespie. Duke Ellington’s quote, “Jazz today, as always in the past, is a matter of thoughtful creation, not mere unaided instinct,” needs to be printed on all school pamphlets with the beginning changed to “Teaching today….I am tired of hearing what a great job you have, you only work nine months out the year. Or those who can’t do.. –Teach.” If teaching to the diversity of my students’ learning styles, socioeconomic class, cultures, and technological literacy was so easy, then why am I spending week nights and weekends developing activities to assist my students in their learning? In order to teach in today’s society, educators need to be knowledgeable in content areas, learning styles, developmental abilities, and technology integration. Each of the following needs to be interdependent, for one alone cannot be used to be an effective educator. If teaching was based on creation alone, then the natural instinct required to adjust teaching instructions to meet the needs of diversity in learners may not be successful. The quote from Branford Marsalis, “You don’t know what you like, you like what you know. In order to know what you like, you have to know everything.” This quote correlates to the knowledge required to be an effective teacher. Once again this chapter stresses the importance of TPCK in education. Applying TPCK “activity types” with technology tools to curriculum standards can help educators design more flexibly, and diverse lesson plans. As educators with years of experience behind us have learned, we know that we need to have an open mind when it comes to using new instructional tools and resources. Dizzie Gillespie quote, “ It’s taken me all my life to learn what not to play,” expressed the need to have an open mind in order to develop TPCK.

James Black
Ch 12 In- Service Teachers

After reading the chapter one particular quote stuck out. “ You don’t know what you like, You like what you know. In order to know what you like, you have to know everything. Branford Marsalis. This made me realize that here is a lot more for me to know in order for me to know what I like or want. Confusing I know but never the less very important. While the chapter was interesting I am going to write more about my personal experience as the tech support person for my department and the trials and tribulations associated with this experience. For the most part my department is made up of veteran teachers with at least 15 years of experience. Several have 30 or more years and all have very different backgrounds. Out of the group of 9 individuals the most perplexing technology issue is that the choice to use technology is not based on anything more than a persons personality. If people are willing to try new things and are open to change than technology is not an issue. On the other hand if they have a closed mind to anything new and believe what they have been doing for 25 years is fine then they are not going to except technology or any other concept without a fight. I strongly believe that tech natives and tech immigrants can both implement technology with the same effectiveness if both are willing to learn and be open minded to new ideas and ways of teaching. Similar to the quote that I started the paragraph with people really don’t know what they like they just like what they know and are comfortable with. Breaking this bias needs to occur before true growth can sprout.

Kim
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 creates 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 but 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.

[|TPACK 12--In-Service teachers]
This final chapter of TPACK addresses how current, in-service teachers can develop strategies for integrating technology into pedagogy.

I was especially pleased to see the comparison between playing jazz and teaching, because it validates the practice of most experienced teachers. Knowing the melody is one thing, being able to riff and improvise takes experience. I think it is the same with teachers. I spent a good three years of the early career just learning how to play....and with time I have learned when to improvise.

Harris gives a basic definition of technology integration: "The pervasive and productive use of educational technologies for purposes of curriculum-based learning and teaching." I don't agree 100% with this definition because there is a need to clarify "educational technologies"--in my mind, it is ANY technology that serves me as a teacher. For example, social media is not designed with formal education in mind, yet it is invaluable to teach language. So, I want to clarify that for me, technology does not have have a label on it that declares it "educational." Glogster is another platform that was not designed for student learning yet is consistently utilized by students to present work done for school.

Based on my last semester course, I was prepared to hear that teacher usage ranges from productivity tools to mindtools. I would say this is the same breakdown as this semester's type I vs. type II technologies. Some technologies are used to be more productive, to organize data, etc, and some technologies are used to work at the higher level of Bloom's. Makine a movie, for example, is a higher level of cognition than using Google to make a calendar. However, these tools can and should work together--because making that Google calendar as a production timeline for making the movie allows one tool to help the user properly use the other tools to make meaning.

Something that really struck me was that Harris states that "teachers need curriculum-related content knowledge to do their jobs effectively" (254). Once that is in place, then the technological component can be maximized. I like what Gunter and Baumbach call "integration literacy". What tool, for what purpose, to what end?

When integrating the technological component, understanding the culture is essential. This makes it a wicked problem with no clearly defined overarching rules of integration. Basically each teacher, each class, is unique. Teachers need to be given the support necessary to develop content-specific technology integrated units. Because in-service teacher generally have more expertise than novice teachers, the integration approach can and should be different!

Activity structures were an interesting concept to read about and I hope that there is a taxonomy out there for modern languages because I know that I do several types of structures and I would like to see them defined and validated. Activity structures are "cultural tools that perpetuate and standardize interaction patterns" (257). Again, I need to review what I do and write it down and compare with a taxonomy.

I really enjoyed the BNIE concept of activity structures, which includes Bid, Negotiate, Instantiate, and Evaluate. To me this is student centered learning.

It is important, also, for content area teachers to develop a common language for activity structures. This will improve literacy as well.

When examining the chart on page 260, I identified 9 structures that are current in my classroom. Wow!

The last point I want to address is that adults learn differently than students and often must know "up front" the //why// behind the learning expected, in this case, //why integrate technology//. I again want to refer to the video posted in April about what kids want from us. They want us to guide them in their learning and they learn collaboratively, creatively, and with technologies that we struggle to keep up with. But, I believe we must make the effort as adults to reach kids where they are, socially and culturally. And for today, that means using technology to share, present, reflect, and re-do.

