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.