Chapter+11+TPACK

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Thread: UNLEARN/ RELEARN

ABSTRACT
In this chapter, author Margaret Neiss explains the need for preservice teachers to maintain a constant focus on TPCK throughout their methods classes and practical teaching experiences. With this focus, Neiss contends that preservice teachers will employ their understanding of TPCK as they move toward integrating technology into their lessons, units, and thinking. Rather than viewing technology as something to add to their lessons and units, preservice teachers need to experience a more rich use of technology where learning is enhanced and transformed through the use of technology. This sort of deep understanding will come only through a process of continual reflection on the part of the preservice teacher. Preservice teachers will need to relearn, unlearn, and revise understandings and ideas concerning TPCK as methods courses progress and as he or she moves toward a teaching career in the twenty-first century.

Along with the discussion about the need for preservice teachers to become twenty-first century teachers came some discussion of the practices of today’s in-service teachers. The author points out that in-service teachers are practicing in a very different world from the one in which they were educated. In order to reach today’s learner, in-service teachers need to reexamine their teaching practices and begin a process of rethinking, unlearning, relearning, changing, revising, and adapting. If today’s teachers continue this process of revision and renewal with a focus on the educational and technological horizon, they will become teachers for //tomorrow// and not passed by as instructors of //yesterday.//

Common Thread: REVISE Quotation by Thomas McInerney

"Common Threads"
After reviewing the posted responses about chapter eleven in the TPCK book, our group was able to find several “common threads” that existed. The commonalities revolved around preservice teachers, classroom experience, classroom management, the use of TPCK, the types of knowledge, and the importance of reflection and meta-cognition.

The main emphasis of the chapter was on readying preservice teachers for today’s classrooms. Many of our colleagues expressed that in order for this to happen preservice teachers must be given the [|tools] and experiences necessary for them to develop their skills. Preservice programs need to revamped. [|New teachers, as well as existing teachers] “must be prepared to rethink, unlearn and relearn, change, revise, and adapt” (p.225) so that they are ready to meet the challenges of today, but to also be ready for the challenges of tomorrow. These teachers must have the opportunity to learn about and experiment with technology in all of the required methods courses.

Real classroom experiences were addressed in almost every reflection by our colleagues. Preservice teachers need to have more opportunities to go into schools and experiment with using technology to teach students in real settings. The [|use of technology] can become a valuable teaching tool and resource if used correctly. Before a preservice teacher can fully use the advantages that technology has to offer they must first understand how [|technology can fit] into the “best practices” of educating students. Through field experiences, the novice teacher can gain valuable insight into everything from the curriculum, to teaching strategies and classroom management. The technology piece can then be integrated into those experiences.

One concern addressed by several of our classmates was in the area of [|classroom management]. Technology use can greatly affect how a classroom is [|managed]. It can cause some complications and some unpredictability that a teacher needs to be prepared for. A teacher must address how the technology tool is to be used and what the expectations are when using [|technology]. Though this can slow down the learning activity, it is essential that time is taken up front to prevent headaches down the road. Any time something new is tried it must be implemented slowly. This seems to be especially true depending on the students’ level of experience. Quotation By: Anonymous Thread: Project Based Learning/Technology Integration

Another area of importance was the necessity of reflection and the use of [|meta-cognition], not only for preservice teachers, but also for practicing teachers. All teachers must be in the habit of reflecting about their teaching on a regular basis. Preservice teachers must be taught the importance of reflection and thinking through lessons before and after they have been taught. The use of [|Meta-cognition] is also a valuable way to think about how learning opportunities have and will be presented. The whole idea is to think about thinking. This can be especially beneficial when using technology with students. Did using technology enhance the learning or did it distract from the content?

A couple of our classmates also spoke of the dimensions of knowledge that were addressed in the chapter. It is important that the different types of knowledge are considered when teaching and learning opportunities are presented. TPCK can help teachers to think more strategically when planning and implementing lessons. Often times technology use helps teachers to include declarative, procedural, schematic, and strategic thinking.

One final thought, stated by a majority of the class, great [|quotes]!

Thread: CHANGE Quotation by John Dewey

**Cindy**

 * Chapter 11 Guiding Preservice Teachers in TPCK

What I liked most about this chapter were the quotes. My favorite quote was one by Thomas McINerney’s, who said, “Hope is not a strategy.” That quote reminded me of several experiences that I had as a Technology Integrator. I think that many teachers came to the lab “hoping for the best.” A combination of lack of training, confidence in their ability to problem solve technology issues and a lack of time to research and prepare lessons led to this strategy being commonplace. Many of the suggestions for preservice teachers could and should be extended to teachers in the classroom that are expected to “ integrate” technology without a background, not just in the hardware and software, but in the thinking and planning necessary to do so in a successful and meaningful way.

At several points in this chapter it was recommended that preservice teachers be involved in field practice. These experiences were recommended to help preservice teachers understand planning, preparation and classroom management with technology. I agree that this is important and that more needs to be done in this area as students from UMF come into our classrooms. Last year Johanna Prince and I were beginning to talk about a structure that could make this happen. Practicums and student teachers are not always in placements that support TPCK. They have great learning environments but they may be more PCK in nature. Johanna and I tried to promote opportunities for practicum students, to be “invited” to observe or participate in, learning opportunities in a variety of classrooms. We had hoped that this could begin to provide experiences for practicums where technology integration was not part of their placement. This arrangement was not really successful. Practicums have such limited time with their mentor teachers that it was hard for them to break away and with good reason. I think more formal arrangements for TPCK field experiences will need to be designed.

Another section that I related to was the section on classroom management. I currently have a 16 week student teacher. She just had her final observation before break. She used the Smartboard and an Internet site to present an interactive science lesson on “Balance.” This was a very successful lesson. Students were engaged and challenged. My student teacher moved from teacher demonstration to whole class interaction to individual exploration, discovery, and concept application. Her supervising teacher was very pleased with the classroom management as well as the excitement in the room. She remarked that her student teachers were often hesitant to do a lesson, for observation, integrating technology, because of the classroom management piece. When this lesson was in the planning stage my student teacher and I brainstormed many aspects of the lesson together. The time spent discussing and preplanning was worth it and could be translated to many different lessons.

I think that planning for and implementing TPCK in preservice teacher education is extremely important. The case has been made about the needs of our students in the twenty-first century and beyond. Dewey’s quote, that opens this chapter, refers to the need to change teaching to prepare students for a future we cannot envision. I hope that attention and funds can be directed to supporting the existing teaching staff in our public schools as well. Current students also need to be prepared for the twenty-first century. We owe it to these students and teachers to provide them with support and opportunities for success.**

Thread: ADAPT Quotation by Abraham Maslow

Keith
TPACK Chap 11 - Guiding Preservice Teachers in Developing TPCK

There was definitely a lot of content squeezed into chapter 11 in the TPCK book. It definitely brought to light the idea of “wicked problems” in education. Helping preservice teachers gain an understanding of TPCK is full of complexities and diffculties that must be overcome in order for the benefits to emerge.

One of the major stumbling blocks is clearly addressed by Putnam and Borko. “How a person learns a particular set of knowledge and skills, and the situation in which a person learns, becomes a fundamental part of what is learned.” (224) In other words, most of us are inclined to teach what and how we were taught. Unfortunately for many teachers technology was not a vital piece of instruction or even a supplemental piece. These past experiences of how preservice teachers were taught must be overcome in order for them to develop their own sense of TPCK. Even for me, being a teacher for eight years, I have had trouble at times adapting to and using all of the new and existing technology that is available. TPCK definitely creates an additional layer for preservice and even existing teachers to learn about.

Preservice teachers also have to learn when and how best to include technology in lessons and how to introduce or utilize the technology when teaching. These pieces often become challenging because at the same time, they are trying to learn the best teaching strategies, the content, and how to manage a classroom. There is definitely a steep learning curve involved when all of these ideas are put together.

The management of a classroom is especially huge when attempting to integrate technology. The thought expressed in the book that “good management is preventive” (243) is especially true, but not always fool-proof. It is essential for teachers to completely think through all of the steps and have all of the equipment ready when attempting to use technology. This has been a tricky area for me in the past even though I have been well-planned and prepared. One of the things that I have discovered is that something unexpected is bound to occur when using technology with elementary students. It can make teaching more complex, but when things go well, can add lots of meaningful learning opportunities. It is important to be extremely patient and flexible. The tip of having students help each other can be effective when misunderstanding have occurred. I have utilized this technique many times and it has helped students to be more successful.

This chapter was especially interesting because I currently have a student teacher. As I was reading I was reflecting on her experiences and the opportunities that have been provided for her to learn. Even today’s college students are nervous about using technology in the classroom. I have been working with my student teacher to include some technology in her lessons through the use of laptops, the Internet, and the SMARTboard. Though she is willing to try, there is definite hesitation and a little fear that things will be a disaster. One of the goals we created together is that she include at least one piece of technology in each unit she creates. The chapter discussed the importance of preservice teachers applying their knowledge in the classroom. I agree with this completely and am working hard to help her do so!

Stacey
Chapter 11 Guiding preservice teachers in developing TPCK

I found this chapter very interesting and informational. I think the author has a deep understanding of what preservice teachers need and how everything (content, knowledge, content, and technology) is connected and integrated. There are many valid and critical points made in the chapter that I feel would make a difference in the field of education. I will go on to say, that from my own limited personal experience (5 years), from a novice to now, I myself, have made many changes, adaptations, and revisions. I know that teaching is a messy process that requires support, time, reflection, thinking, assessing, learning, creating, designing, evaluating, and much, much more. Like many complex and wicked problems, I feel there is not one “right” answer, but the author has presented some possible solutions. With teaching, there are some many factors and forces that are happening in a classroom, that I feel no one program can provide all the skills and tools needed to teach children. Teaching and learning is a complicated combination and intricate process that manifests itself differently for everyone involved and is constantly changing and evolving. One idea I found interesting is that of preservice teachers in study groups, those made up of different content areas and school levels. I think this part is essential, speaking of my own learning, I have benefitted greatly from networking and collaborating with others. I do feel currently in this master program that more time to connect with others and share our knowledge, content, pedagogy, technology, etc, the better my chances are to improve as a teacher and student. I did find the matrix diagrams very useful in this chapter as a way to frame, organize and clarify my thinking about my own unit. This chapter and much of the book has made me think about teaching and learning very differently than I had before and now, I am much more aware and cognizant of the outcomes, process, assessment and learning opportunities that I provide for the children in my classroom. Another idea I liked was that of the research done with preservice teachers and students in Alaska. The fact that teachers and students learned together and integrated technology is wonderful. I think the results for all parties involved was extremely powerful and meaningful. I truly believe that meaningful and authentic learning is what preservice teachers and students need to meet goals and acquire knowledge. The most important implication from this study was the fact that teachers learned about students through teaching, which I feel naturally happens in my Kindergarten classroom everyday. I wish there were simple solutions to achieve the highest standard of teaching and learning and that one program for preservice teachers exceptionally prepared them to teach the children of the twenty-first century, but unfortunately at this time of complexity and many factors, knowledge and skills needed, it is unlikely. I believe we have the ability and power to change the field of education and with support, time, reflection, thinking, creating, assessing, designing, technology, and collaborating we can impact the children in our classroom. As stated in the chapter, reflection is important when teaching, I strongly agree, but reflections are subjective and related to one’s personal experience, therefore creating a “wicked” problem. If given time to collaborate and network more reflections can be shared, data analyzed, predictions, and outcomes can be reached and exceeded where the result maybe in fact affecting teachers and students teaching and learning. As simply said in the Chinese proverb “To teach is to learn” (227).

Margaret Nerney
TPCK Chapter 11: Guiding pre-service teachers in developing TPCK

Chapter 11 was certainly not written with the in-service teacher as audience. Margaret Niess clearly directed her essay to those in charge of teacher preparation programs at the University level. Yet, I was certainly able to glean a sense of how to assist future student teachers that might be placed in my classroom. It was clearly asserted that pre-service teachers need the experience of real classroom settings and real classroom problems to grow and evolve into effective teachers. I agreed with much of Niess’ recommendations, however, I disagreed with her assumptions that pre-service teachers would not be digital natives or that they would need substantial observations to understand the mental workings of tech. savvy, modern students.

As a twenty-seven year old teacher, I have not found myself out of touch with my students or fearful of their technological fascinations. I am very comfortable with, and aware of, their personal and educational technology devices and habits. I grew up with computers and the Internet, and even now feel excited to try out the latest gadgets or technological trends. This leads me to completely challenge the notion that those entering the field will be unaware of technology as a tool or lacking the ability to truly understand the needs of today’s students. If I have been teaching for five years and don’t feel disconnected, I doubt that someone with more classroom opportunities and experiences with technology will either.

My comfort level may be, in part, from my own interests, but I know a large part is also from my excellent methods courses here at UMF. During my teacher training, I was required to address the use of technology in the classroom and was encouraged to integrate technology in all of my methods courses. So TPCK is not foreign to me or even new. At first, it was difficult to teach differently than I learned, but that is easily overcome when you are exposed to the multitude of //affordances// by these new technologically inclusive methods. What I have found new and interesting are the ways in which to think about TPCK. I hadn’t thought of the inclusion of technology as //declarative//, //procedural// , //schematic// or //strategic// , but I see the benefit of assessing its use in this way. I have not spent enough time analyzing the ways in which I use technology or the ways in which I am meeting technology standards. This is certainly an area for growth, as I am teaching my students these skills for use in their real lives. I realize that my comfort level makes it hard for me to remember to stop and explain the technology as a skill at times. I assume deeper understanding of the programs, even word processing programs, than is truly there. Kids really do need those step-by-step lessons at some point in their schooling. In fact, it struck me that one should worry more about those who lack the experience of those new methods courses than those who have had the enriching opportunity of a technology inclusive training program. We are the ones that need to learn how to slow down and teach technology as its own content when necessary. Seasoned teachers, like many of my colleagues, are the ones who need more in the way of focused technology groups, as indicated in the pre-service training. We are the ones who would benefit from content specific teams to explore new technologies and then reflect on the inclusion of those new technology laden methods in our classrooms. It is not enough to train the next generation. What about those of us in the field? How long will it really be before all of the teachers with limited technology skills are out of the profession? Should education wait that long for change? Should mandates be established that require the integration of technology? These are the real questions that apply to my educational sphere.

**Jake**
Ch 11 Guiding preservice teachers in TPACK

I learned more about the four dimensions of knowledge in this chapter : //Declarative, Procedural, Schematic// and //Strategic//. On page 224, the work of Shavelson, Ruiz- Primo , Li, and Ayalas (2003) with these four dimensions helped me to think more strategically when planning, organizing, critiquing and abstracting specific content, student needs and classroom situations within the TPCK framework.

I envision the creation of a math toolbox for Physics students. Math is an area where many students struggle in physics. Having a resource using the dimensions of knowledge as an organizing schema would be helpful for students to know how (//procedural//) to use what (// declarative //) math concepts when (//strategic//) and why (//schematic//) they are using them.

The discussion about preparing tomorrow's teachers to rethink, unlearn and relearn, change, revise and adapt reminded me of discussions in Daniel Pink's book //[|A Whole New Mind]// that recognize the fostering and use of "right-brained" qualities like inventiveness, empathy, and meaning in the future.

And as a person who values good educational quotes, (get a daily one at http://www.lightafire.net/) I found this chapter's quotes excellent - real t-shirt material!



Thread: PLANNING Quotation by Dwight D. Eisenhower

Ruth
Chapter 11 Guiding preservice teacher in developing TPCK

Entering the teaching profession is a multilayered process that continues to evolve. According to Niess, “tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise, and adapt.” (p. 225) As preservice teachers begin their first year of teaching, they need to remember that technology compliments the teacher and the curriculum. The more (technology) tools they can learn during their college experience the easier it will be to use this methodology in their classrooms. During their practicum and student teaching experiences, preservice teachers should be required to demonstrate and include technology in their lesson plans.

Participating in Professional Learning Communities (PLCs) is a great way to start dialogs between new teachers and experienced teachers. The experienced teachers can share their content knowledge and pedagogical knowledge and the new teachers can introduce the experienced teachers to new technologies. Preservice teachers are digital natives and the more experienced teachers are digital immigrants. In Career and Technical Education, schools often have only one CNA instructor, one automotive instructor; therefore, there is no vertical alignment. In the fall, at the MACTE (Maine Association of Career and Technical Educators) the instructors meet with their content area instructors. The purpose of these meetings is to share best practices. Personally, I have learned a lot from these meetings and I think PLCs can provide a great way to share information.

The sample prompt questions on page 224 are a useful tool. Also, I think preservice teachers need to know the Universal by Design concept of writing lesson plans. As I have learned this semester, starting with the goal in mind (what you expect your students to know at the end of the unit) is a great way to start. Once you have determined the goals for your students, you can then select project based learning activities to accomplish your goals. _


Thread: UNLEARN/RELEARN Quotation by M.L. Niess

This chapter provided many ideas about what preservice teachers need to learn in gaining technological pedagogical content knowledge. I have to agree, that even today’s teachers (me) need to rethink, unlearn and relearn, change, revise, and adapt knowledge to better prepare students and children to learn the content, to think about it, challenge it, search it, and explore it. Teaching is no longer just standing in front of the room giving information. It’s no longer round robin reading or asking just one to tell his or her thoughts. It’s now about guiding students to search for knowledge and make meaning from what they’ve found. Giving them some of the information and guiding them to create something more is so powerful. Teaching them to think, solve, ask questions, and self correct allows students to practice skills needed in the world outside the school.

As I finished this chapter, I reflected upon how “times have changed,” since I was a student teacher. The integration of type two technologies were never though about ten years ago. Now, preservice teachers are required to teach with technology during their student teaching, and are lucky enough to learn with their placement teachers. Preservice teachers are asked to wade through internet sources, critically questioning the data they find, and strategically incorporate it into their lessons. They must question whether direct experience, past ways, or a technology model or simulation would be the most appropriate way to increase student learning. “They are being asked to organize in research groups to conduct focused observations and interviews in multiple classrooms where students use a variety of technologies as learning tools (p. 230).” They are questioning whether the technologies they’ve seen and used helped or interfered with the learning of the students. They are also being asked to think about using effective management strategies in order to create a more successful learning experience for the students and how technology tools might help us assess.

Since the beginning of this class, I have seen an increase in technologies being used to instruct in my school. Veteran teachers are allowing students to use smart boards, computers, digital cameras, and more. My students have taken virtual field trips, have searched the internet for information, and learned about comic life. Initially, I thought that these were the things I’d see in the future. Obviously the future is here, and our students do need to learn how to successfully use these technologies.

Although engaging students in experiences that we have not yet had is scary, it is crucial that we learn for our children and students.

_

Hattie
In reading this chapter, I could not help but feel overwhelmed for preservice teachers everywhere. As every section of the chapter piled on more and more “necessary” elements of becoming a successful teacher/ learner, I felt my chest getting heavier and heavier. It is not that I disagree with the authors, but that I see how complex this whole teaching and learning thing actually is and wonder how preservice teachers can realistically go about learning and unlearning before they graduate and enter into the profession.

I have had several student teachers and practicum teachers in the past few years. I feel like some are more prepared than others, but that none have really had a strong footing in technology and in the integration of technology into lessons. I get the sense that some understand how to use technology as part of their coursework, but not in how to teach technology. And, for those who can teach technology, it does not appear to me that they have an understanding of why they would use technology in a lesson rather than a more traditional route.

I wonder if there aren’t just too many foci for a beginning teacher and not enough solid preparation in any one area to allow for real growth, reflection, and purpose. I know that my preservice teaching and learning experience felt overwhelming at times, so I can’t imagine what it must feel like to have technology instruction, management, content, and assessment added to the list of teaching basics. I wonder how overwhelmed preservice teachers must feel when they finally enter into a classroom. Were there areas that they needed to focus more? Are they feeling prepared to take on the full responsibilities of teaching?

For all of its stress, I think that the chapter did offer some proactive suggestions for preservice teachers and those who work with preservice teachers. One is the idea of having professional book groups. I liked this idea tremendously because I have only had the chance to read professional development literature for the last four or five years. My first year I think I only read one professional development text (and it was awesome) because I had so little breathing room. Lately, I’ve been reading more and more and have found it absolutely enriching and exciting.

Another idea that I thought would work is for preservice teachers to interview inservice teachers about their use of technology and their rationales behind its use. I feel like there is no substitute for time spent in the actual classroom learning environment. I have been happy to host several preservice teachers in my classroom over the past two or three years. Even if they’re only in my room for a couple of hours, I know that they’re making connections and seeing real-world teaching in action and there’s nothing that can replace that sort of experience.

Ultimately, these issues need to be addressed at the college level. I think that UMF actively seeks out information about how well their teachers are prepared and where additional emphasis needs to be placed. I would be in support of even more interaction with UMF students, though, as I feel that my students and I benefit from their energy and ideas.

(And,I agree with Jake-- The quotations in this section were superb.)

Meg Doughty
There were many things I appreciated about this chapter. I liked all the little quotes sprinkled throughout the pages, and I really enjoyed reading about the case studies and the examples included in the chapter. Although I am not in the business of educating preservice teachers often, I do occasionally have student teachers, and much of this information will be kept in mind for when I have a student teacher in my classroom.

I took exception to one statement though. The author says, "//Tomorrow's// teachers must be prepared to rethink, unlearn and relearn, change, revise and adapt" (p 225). Call me crazy, but also call me fairly certain that //all// teachers need to be able to do this! After all, that is one of the best tools in our toolboxes. The ability to be flexible and adapt to changes. We have all, I am sure, had the experience of going in to the classroom with one lesson prepared and planned and having to revise and adapt that lesson as we taught it more than once. That is the essence of teaching...learning what your students need and changing your lesson so that you meet those needs.

I was also immediately aware, when reading this chapter, that the chapter could conceivably have been written about our class, EDU 583. After all, is that not what we are doing? Are we not planning lessons, incorporating technology, using backward design? We are doing all of these things. Even though we are not preservice teachers, we have varying degrees of skill and ease with technology. This course and the course that will follow in the fall, are preparing us to start thinking more and more like digital natives.

Lisa
Reflection to TPACK, Chapter 11- Guiding Preservice Teachers

There were many valuable things that would apply to my classroom in this chapter. I think the whole idea of teaching preservice teachers to teach in a way different from how they learned is interesting. I do believe that children and adults alike can learn more by teaching others. However, I do think it is possible for new teachers to use technology successfully in their classroom even though they didn’t necessarily learn through technology. The biggest concept that I identified with was that classroom management can be entirely different when using technology. The use of technology, as with anything else in the classroom, needs to be introduced with specific rules and guidelines. Just as we spend tons of time in the first week of school learning all the procedures of the classroom, learning how to walk in the hallway, learning how to use the bathroom, or learning how to eat in the cafeteria, students need to be taught how to treat all types of technology- computers, overhead, or calculators. Without the preteaching and training, all technology will be chaotic. I did enjoy the definition of a noisy, but positive classroom. It is true that not all noise in a classroom is negative! I like to consider technology as a way to sometimes better give students access to learning. It is not always necessary to use technology, but it is important to use technology to enhance your lessons. Pushing technology into many lessons for the sake of doing so, I believe, can cause the chaos and craziness that is not productive. I love exploring the assistive technology center to find new ways to make learning easier and exciting for my first graders. This is the kind of technology I especially enjoy. Simply having laptops on tables does not improve instruction in my classroom.

Amity
Guiding pre-service teachers

Margaret Niess "the twenty first century literate citizen" (225).

Definitions...

First, //twenty first century// implies the next hundred years of education. It's forward-thinking. But no one can predict the future exactly...So what does this mean for preservice teachers forming a philosophy of "the twenty first century literate citizen"?

-A capacity to predict and accept failure as part of the learning process

-A continual analysis of cognition in the form of reflection

-An ability to share/network with a large group of learners, peers, and experts

These three ideas can be applied vertically (pre-k-12) and are adaptable, by necessity!

//Literacy//. The idea of being //literate//. What does it mean today and what will it mean tomorrow?

it's the ability to communicate, today. People communicate across multiple platforms and multiple age groups, by texting, calling, twittering, skyping, blogging, you name it. People are talking. Each of these forms of communication requires some form of expertise in a language that the computer understands. It's understanding how programs work and function. This type of program knowledge varies, but without it, no one could communicate!

My brother tells me often when I ask him an inane question--"It's designed for the average user--look how many people are selling things out of their garage on E-bay." When I hear that something is designed for the average user, I am inspired to explore the platform further. The idea is to allow people to connect, communicate, and share. Make it easy.

Literacy is more than reading and writing. It's experience applied to new experience. That needs to be the focus when switching gears from last century to this. Designers, creators, explorers of knowledge.

//Citizen// is the last big idea. This is so staggeringly important a concept for the preservice teacher to understand. The role of teacher has not changed in the last hundred years. The teachers are still the role models. Not becoming familiar with the digital planets that students inhabit is akin to never learning a second language when surrounded by people who speak it. Students need teachers to be role models. They need teachers to understand the culture of their online worlds in safe, constructionist environments. Protocol, etiquette, expectations, consequences for online language, behavior, etc. Preservice teachers must feel the urgency to train students when they are online to protect their offline lives.

How does TPACK address the idea of a //twenty first century literate citizen//? The models are to approach pre-service individual content areas in order to design learning in a way that is declarative, procedural, schematic, and strategic.

declarative: procedural: schematic: strategic:

Preservice teachers should be asked to

plan: organize: critique: abstract:

Pre-service teachers need time to practice their ideas and then reflect on the experiences.

Preservice teachers need to be exposed to a diverse population of learners in order to fully grasp the scope of their chosen vocation. There are many types of learners, and analyzing how different learners communicate their ideas is essential. It removes the preservice teacher from the terrible sin of teaching to how he/she best learned.

Every preservice teacher should be exposed to multiple cultures. It will imprint them that diversity is a grand plan. This exposure is simplified with the tools defined as literacy above--the tools of communication and connectivity. Social media is a natural, communicative literacy that, when examined by the preservice teacher, reveals how students think.

The trick is to tease out of them (the learners) what they learned in the interaction and figure out what they need to make sense of it. Expect failure, remember.

It's tricky.

In the TPACK model, preservice teachers begin to think in nonlinear ways. They will develop a sense of forward motion, as opposed to marching down a path to knowledge. Real learning doesn't work that way. The ideas that come out of natural communication are pure ideas, and when they are examined, discussed, refined, and reflected upon...citizens are formed. That is education. Allowing the ideas to present themselves, seriously wicked problems!

Preservice teachers, when designing learning units, need to think about

scaffolding. affordances. constraints.

Preservice teachers need to develop an effective toolkit, management strategies, etc. Pe preventive rather than reactive. Predict failure. Have a plan B.

Preservice teachers need field experiences...to try things out and reflect on how things can be improved.

Preservice teachers need to shift content from published data to constant creation of a stream of communication, and learning culture.

//Personally, my preservice teaching was nil, except for three summers at a migrant camp with the preschoolers--so my first three years of teaching were very stressful as I tried to find my way...moving home to Maine was the best technology step I ever took.//

**Rhonda**
Chapter 11 Guiding Preservice teachers in developing TPCK

John Dewey’s quote, “If we teach today as we taught yesterday, then we rob our children of tomorrow,” expresses the need for change in education in order to meet the changes in society. This chapter states the need for preservice teachers to be guided towards the literacy skills to teach not only for today, but also for tomorrow. As educators, we understand the need to create educational instructions to prepare our students for the twenty-first century in order for students to be competitive in the workforce. Preservice teachers have the same “wicked problem” as in-service teachers; most students that we teach are digital natives. It is difficult to instruction students with different technology learning experiences, as it is with diversity in learning styles. I liked the idea of creating collaborative study groups with similar grade levels. Our courses need to be designed with this idea in mind, in order for us to plan and design instructional objectives and assessments for all the content areas that we teach. Technology then could be used as an enrichment tool that is integrated within each content area. I have not explored real-world problems with my first graders. After incorporating a real -world problem into my unit on butterflies, I found that it would make the unit more applicable to my students. Using technology as a productive tool, and a problem-solving tool will enhance my teaching instructions and provide students with new tools to assist them in their learning. This chapter reflected on the use of technology to enhance students’ learning, which also should be used in assessing their knowledge. It has been expressed through out this book, that it is important “how” and “why” we use technology. The quote, “learning is not a spectator sport,” applies to students and educators alike. We need the opportunity to apply and use new knowledge in order for it to become affective learning. I have found that through the last few years, that I have taught, some students would prefer to be spectators and have the teacher do the “thinking” for them. Is this another “wicked problem” we will be facing each year? Preservice and in-service teachers face many “wicked problems” when trying to implement TPCK affectively in order to improve our teaching instructions, strategies, and assessments.

Christine Harrington
Ch. 11- Guiding preservice teachers in developing TPACK

This chapter was basically about how to teach preservice teachers the importance of integrating content, pedagogy, knowledge, and technology.

I enjoyed the quotes that started each section. “To teach is to learn.” There is no better way to learn something new than to have to teach it. I sometimes have my children teach each other what we have learned. If they can teach it, I know that they have mastered the concept!

“If the only tool you have is a hammer, you tend to see every problem as a nail.” Children need to have exposure to a variety of tools. Teachers need many tools available to meet all children’s needs. I sometimes call these tools my bag of tricks. It also means that we need to impact all of TPACK to teach children.

I recently went to a district wide RTI training. The speaker there made a similar comment to the one in this chapter that stated, children...”successfully face rigorous higher education coursework career challenges and a globally competitive workforce.” When the speaker was speaking to us, she was referring to her 5 year old daughter and saying that if she is not exposed to this TPACK model and technology that she is not going to be able to compete for a college degree or future career. It was a very powerful comment and presentation.

Preservice teachers need to have the opportunity to experience and be immersed in technology before they enter their teaching career. I wish this was the case with me. I have a lot to learn and not enough time to learn it in. Some of the skills I need to establish can be done on my own, but I have no time to explore them.

Children must have the basics before they move on to further activities or opportunities. We teach the basics in kindergarten...mouse control, logging in, passwords, parts of the computer. If they are not taught these skills, all other technology activities are going to be a challenge. Each lesson outside of the basics is a huge production! It often takes over the content being taught. Teachers need to use their best judgement when teaching technology with younger students. Another thought when teaching with technology is will this technology enhance the learning experience. I am constantly battling with this.

I liked the last comment made in the TPACK book. It said, “...reflection is an important experience in the making of a teacher for the 21st century- a teacher with the knowledge, skills, and dispositions for teaching with newer and emerging technologies, a teacher with knowledge and understanding of the intersection and integration of content, pedagogy, and technology in ways that ultimately affect student learning (p. 249). I am working on becoming a TPACK teacher. I am definitely a work in progress, but trying my best.

**Kurt**
There is a great variety of topics in chapter 11 including, a reiteration of the wickedness theme, the problem of us vs. “digital natives,” classroom management, value of field experience, technology in assessment, and more. But, it is the “wickedness” that caught my attention again. I think that the author is correct in her assessment of the problem with teacher education. Their needs to be content-specific instruction that integrates useful technology. Too often in education courses we jump through hoops of little interest or relevance to our content area or level. As with most things, surely this is an economic problem. It is not cost effective to teach very small content groups. However, here is the opportunity to differentiate in a meaningful way, sparing the high school social studies teacher the task of researching effective lessons for elementary phys. ed.. This chapter may impact my classes by raising my awareness of the wickedness in my own lessons. However, there is a larger problem. As the author illustrates, teachers are now expected to teach in a way that is different from the way that they were taught. There is no great example from which to rely on for many teachers. TPCK is relatively new and teachers, particularly graduate students are relatively old. Obviously, lifelong learning will help this problem, but probably not eliminate it in my lifetime. I think that there is still a philosophical conflict among college professors that prevents TPCK from becoming the standard example of good teaching. Even in this masters program there are instructors who use as little technology as possible, thereby setting an “old-school” example (which, incidentally, I thoroughly enjoyed) entirely inconsistent with TPCK. Moreover, if I fully integrate technology into every lesson, design every unit backwards, and assign the most elaborate projects that blow the roof off Bloom's, am I preparing my students fully for college? I think not. I certainly would not be preparing my AP students for their upcoming, content-heavy, standardized exam. The reality is that there is still a variety of teaching styles in colleges, and an engaging lecture never hurt anyone. The bottom line me, as a result of thinking about this chapter, is that TPCK is good, and so is variety because that's what they will face in college and in the real world.

**Charmaine**

 * Tpack Chapter 11

In a fast paced, rapidly changing world, it is no longer adequate to learn specific subject content, be taught how to teach and how to manage the classroom and expect to have students leave the sacred halls of education with the ability to successfully challenge their tomorrows. But a teacher cannot guide students if they have not been instructed to enable them to gain the necessary abilities and a new mind set of the necessity to take advantage of the many technological advances that may enhance student learning.

This bold new perspective of recognizing that new teachers must become fully acquainted with what they will be expected to teach means that teacher education courses must be revamped so that teachers are equipped to unlearn, relearn, change, revise and adapt the subject content by integrating technology in content and pedagogy. Higher level goals and greater meta-cognition for both teacher and students must be guided in learning new technologies and understanding their fit in the educational curriculum.

Yet, all people are different and their learning needs are different. What a challenge these changes purpose for teachers to facilitate in a technology mediated classroom. How this will occur is interesting and the question remains as to whether it can be successfully taught in fours years. Perhaps pre-service teachers will spend more than one semester in the field. Perhaps one full year will be the way to go so that pre-service teachers are able to gain experience with actual students in a classroom with an advanced level teacher who is technologically savvy. In that way, the pre-service teacher and the student will learn together and skill applied is experience gained. Students of today generally have a degree of technological skill coming into the classroom so their mind set may be out of sync with the teacher. The teacher will need to learn how the students think and learn in technology enhanced environments. The students become as much the teacher as the teacher is and perhaps more so.

More focus must be given in undergraduate education to planning differences in methods, content, and integrating technology and preparing assessments to truly show what students know, need to know and what they misunderstand. The direction in education is toward more meta-cognitive reflections in planning, organizing and maintaining effective learning environments. As frightening as it may seem to some teachers, training to teach is a new field, with new methods, new strategies and enhanced with technology. Hopefully, new teachers will receive knowledge and experience both in the classroom and “hands on” application during their field placement under the direction of an experienced teacher who is comfortable and skilled in technology.**

TPCK Chapter 11 Guiding pre-service teachers In TPCK
 * Kim

Pre-service Teaching Programs and Pre-service Teachers Face A “Wicked” Big Challenge The 21st Century needs a technologically competent society with the ability to solve problems, think creatively and be reflective. So, pre-service teaching programs and pre-service teachers need to possess the same skills and abilities.

It has been my observation that learning/teaching institutions are always behind what is happening in current society. We are still in large utilizing the factory model of education because it is what we experienced as learners. It is a challenge to change this way to education. We are also in a time where technology is still in its infancy so we are having to scramble to adapt as educators. The digital natives will bring their knowledge to higher learning settings and hopefully raise the bar just due to the skills they will already have. So I feel we are in that “in between time” where many professors and teachers in the classroom never experienced learning with technology. Even though there are many teachers learning as much as they can about technology they will always be playing catch-up, where the digital natives will eventually take on these leadership roles and the shift will take place. Not that it’s over at that point. As Isaac Newton pointed out we need to continually think on it.

The TPCK model offers an excellent reference for those of us in education today be it the K-12 classroom or the university. TPCK offers veteran teachers and pre-service service teachers guidelines for quality and balanced instruction. Teaching has become more complex and teachers need clear understandings about how to approach their subjects and their students. Technology will become second nature to teachers as time goes by but until that time, TPCK offers an excellent structure for pre-service programs and classrooms of today.**

Ch 11 TPCK Guiding preservice Teachers
The Dewey quote at the beginning of the chapter was very interesting to me. I spent a good deal of time thinking about it and discussing it with fellow teachers. I agree with the quote for the most part but am still concerned with the loss of certain historical practices with the onslaught of a tech-based environment. The ability for students to read, write and organize thoughts needs to be at the forefront of any educational setting. I think these types of skills can be overshadowed by the bells and whistle that technology brings to the table. As a mentor teacher I see preservice teachers as lacking the knowledge piece to TPCK more than any other part. Too many of them rely too heavily on technology as a substitute for the Knowledge or Pedagogy. Instead of creating their own lesson plans they download already created plans from the net and tweak them to fit their needs. While this is ok if the knowledge is already present but in my experience it is lacking. The chapter discussed how methods courses should provide the environment for building on the knowledge needed to create TPCK lessons, but this has not been my experience with these courses. It seems that throughout the education system we as educators take too much for granted as to what students know. At any level of education, what students know is far lower than what is reality. I see this at the high school level as well as in my postgraduate courses. I am still pondering the route of the problem but nonetheless it persists. In closing, contrary to the chapter I believe preservice teachers need to focus more on content knowledge and pedagogy rather than technology. Most of these younger teachers are technology natives to begin with and will implement technology regardless of whether they are required to or not.