Unit reflection

The TPCK model of integrating technology into teaching focuses on the intersection between pedagogical knowledge and technical knowledge. In real-person speak, that means, how well can you teach while integrating technology and still communicating content. When I look at the Unit plan I presented to class, I see some areas that went well, and some that could have used improvement.

Things we did well: When we put together our technologically-integrated unit plan, H. and I wanted to make it realistic. We know that most people have, at the most, access to a computer lab or laptop carts, and if they're lucky, some sort of projector. We used easily-accessed technology programs to get "students" interested in the subject material, and tried to use appropriate technology like whiteboards and human involvement to integrate content into the lesson. The students were involved, and had an opportunity to interact with lesson.

Things we could have done better: Like I said, we tried to present a lesson that was achievable and realistic. In doing that, I believe we actually simplified our lesson too much. We only used a modicum of "technology" as presented in this class, when we actually had access to a much greater spread of resources.

In my classroom (broken smart-board not withstanding), I use technology all the time, without actively thinking about how I am integrating the TPCK model. As we move into a world where students are more and more relying on technology for everything they do anyway, it is important to be able to meet them at their level. Students need to see technology being used, in order to feel that what they are learning is relevant. If, as a teacher, I am not integrating technology into my lessons - even as little as using a PowerPoint to show pictures of whatever content I am teaching - students will not be as interested in learning. That's where the TPCK model comes into play - using technology and teaching methods together to communicate content.

Media in the lives of my space-monkeys

According to the Kaiser Family Foundation report, Generation M2: Media in the Lives of 8- to 18-Year-Olds, my students spend an average of about 7 hours a day on various media sources. This includes tv, computers, video games, internet, cell phones, etc. At first, I found that hard to believe. I mean, 7 hours? Really? They can't even pay attention to a classroom activity for 15 minutes! How do they focus on media sources for seven hours??? However, As I sit in a technology classroom, trying to multi-task listening to the lesson, reading BBC news, checking Facebook, and clicking on various science links, I realize how easy it is to waste unimaginable lengths of time doing basically nothing.

For my students, and for my teaching, this means that I need to make my lessons and activities accessible to monkeys with very short attention spans. Activities need to be flashy, funny, and yet still fact-filled (alliteration! woohoo! 10 points for me!). I also realize that if I can get students physically engaged, they won't be as distractable - ie, labs, explorations, webquests.

In the end, what this study told me is that we are moving more and more to an interweb-based society, and students are being trained to think, process, and act online. If my teaching can't keep up, then there is no hope for actually teaching science!

First Year

I just finished my first year of teaching. The various ways in which I encountered insanity this past year are endless. However, this first post is a response to a grad-school assignment.

What technologies did I use:
My school is very fortunate in that we have a principal who is a strong leader, values technology, and is a magician at securing funding. Because of that combination, we were able to have teacher computers, 3M Digital Boards (SmartBoards, basically), document readers, and dvd/video players in every classroom. Beyond that, there were five laptop carts available for classroom use. My students interacted with technology every day as I used the board for presentations, worked on laptops for labs and projects, and gooped up my digital reader by using it as a way to project labs on the board.

Do I think they enhanced my teaching:
Well, obviously! It makes teaching science SO MUCH EASIER when you can use video clips, pictures, digital labs, and other forms of media to get abstract concepts across to the squirrelly minds of space monkeys.

What obstacles did I encounter:
The biggest obstacle I encountered was getting students to act responsibly on the laptops - a lot of space monkeys seem to think that computer time equals game time. Besides that, my biggest technological challenge came at the end of the year, when my improperly-installed 3M projector fell out of my cinder-block wall and shattered into a million pieces. Beyond the angst that came from watching a multi-thousand dollar piece of equipment be destroyed, I then had to revamp my end of the year plans to not involve technology.

How does educational technology fit in with your overall educational philosophy:
Since my educational technology includes reaching the most students with the greatest amount of information, using technology helps a lot, as it keeps students focused and interested.