Although I was absent from the class discussion regarding TPACK, after reading the article about this framework, I can definitely see the benefits of following those standards in today's classroom. The three main knowledge sources, which include technological tools, teaching methods, and subject matter, are all areas which have been discussed in many of my methods courses, but I do believe that I personally lack in the area of technology. Therefore, as the article suggests, to become a more well-rounded educator, technology is an area that I need to focus on to be able to deliver the content knowledge in a way that engages all the students I encounter.
The second article I reviewed was Field Experiences, which discussed the use of technologically-enhanced/virtual field experiences versus the traditional field experience. Thus far, my field experiences in classrooms have been somewhat limited, and I do agree with the article in that, through the use of virtual field experiences, we can become better acquainted with a variety of teaching styles and methods. Furthermore, the virtual field experience sounds like a great tool to offer pre-service teachers the ability to discuss shared experiences with their peers. I personally have had great experiences in the classroom thus far, with the exception of one teacher, and I do think that I would have benefited greatly from observing other educators that may have had more experience, or more of a longing to develop themselves as an educator. However, on the same coin, I believe that nothing can compete with hands on, personal contact with a teacher, students, and classroom.
In conclusion, while the virtual field experience would be beneficial for pre-service teachers to ensure that they are exposed to a wide variety of classroom settings, I think that the one-on-one contact with an actual teacher, and being able to pose questions and interact with the students, is the best way to prepare us for a career in education. Regarding the TPACK framework, I believe it is very interesting and definitely requires attention, because, at the end of the day, technology is here to stay, and we must remain vigilant on every aspect of education, including technology, to be the best educators we can possibly be.
I agree with you in that I understand technology, but my knowledge in that area is lacking for sure. I also agree with you that my field experience has been minimal and I feel like I could benefit from. hopefully my student teaching can help fill those gaps.
ReplyDeleteWith the first generation of fully digital students and prospective classroom teachers now wending its way through the education pipeline, instruction on how to physically use the tools of the trade is about as necessary as lessons on how to use a pencil or a keyboard.
ReplyDeleteBut while would-be teachers are coming in comfortable with technology, this doesn’t translate into knowing how to use it to engage young minds or to tailor a lesson to meet the learning needs and styles of individual students. Although teacher candidates know how to operate the devices, they need to be taught how to use them to help kids learn.
As an example, I know a professor who equipped students in a social studies methods class with iPads before sending them into the field to work with elementary school students. The future teachers had to plan how to use the iPad to support the learning taking place in the classroom and how to lead students through the learning process “up to the higher-order thinking skills”.
If educational technology instruction sounds confusing, it’s because “it’s a work in progress”!
To ensure that students retain this information, the faculty “thread,” or integrate, lessons from the initial course throughout a student’s program, beginning with the first lesson that teacher candidates plan in their first methods class and continuing through to their student-teaching experience senior year.
From the outset, student-teachers must include in their lesson plans a way to assess whether children have understood the lesson; a clear set of goals detailing what kids are supposed to do and know at the end of a lesson; a list of the technology they intend to use and why; and, if they’re not going to use technology, an explanation.
The point isn’t whether you use technology or whether you don’t – it’s when you use it and why you use it.