Technology is here to stay!Technology seeps into every facet of our lives, from the cell phone that rings first thing in the morning with the recorded snowday announcement from the Superintendent, to relaxing at night watching Netflix. There is no doubt that technology has integrated into our lives. So how has it seeped into your classroom and is it being used effectively? Teachers are asking themselves and each other this question.
Let's get some answers.
Where do we go for the answer?
A Google search on Tech Integration?
46 million hits on Google. WHERE TO START!!!
Okay let's just start with the tools we could use?
Just 66 million hit. REALLY!!
But, don't get overwhelmed! HELP IS HERE!
Help is Here!
Practitioners aren't out there alone seeking answers, there are experts clearing the way. I found some when I read about Lee Shulman's work . Lee Schulman introduced the notion of Pedagogical Content Knowledge (PCK). This teacher education researcher was interested in teacher preparation that seemed to be ignoring questions dealing with the content of the lessons taught. He argued that developing general pedagogical skills was not enough for preparing content teachers. Schulman believed the key to distinguishing the knowledge base of teaching rested at the intersection of content and pedagogy--PCK.
Piggybacking on this PCK model, technology was added into the formula. "Whatever technology you select, it is the intersection of Pedagogy, Content Knowledge and Technology within a Context that will carry the message for the learner. It will determine the topic's relevance to the learner and ultimately learners' interest in remembering and using the new information."Dr. Z's Selection and Integration of Instructional Technologies-RWLDs
TPACK is this framework that was developed for understanding the complexity of teaching with technology.
Mishra & Koehler (2006) article is the first and somewhat definitive presentation of the TPCK framework.
What does this mean for our classrooms?
It means there is a starting point for making meaningful learning experiences for our students. We don't start with the tools, but rather think about all three domains of our teaching.
Planning our learning experiences can be describes as an end result of instructional decisions.
- Choosing learning goals (Content- Iowa Core)
- Making practical pedagogical decisions about the learning experience and student needs (Pedagogy)
- Selecting and sequencing activities that meet the learning goals
- Select formative and summative assessments
- Select tools and resources that will best help students benefit from the learning experiences (technology)