The two learning theories addressed in this chapter are the directed model and the constructivist model. The directed or objectivism model is based in behaviorist learning theory and information processing branch of cognitive learning. The constructivist or inquiry-based learning model evolved from social activism, scaffolding, child development, and multiple intelligence theories. The text believes that there is merit in both theories when applied to technology integration and application.
Technical Pedagogical Content Knowledge (TPACK) refers to intricate combination of knowledge that teachers have in their content area, pedagogy (how to teach and how students learn) and technology. This method helps teachers to understand their technological knowledge, skills work, and other knowledge about teaching and learning. Integrating technology into the classroom requires a complex balance and TPACK is a way for teachers to assess themselves and work on improving themselves to becoming more effective teachers. It involves understanding the balance between the knowledge of technology, pedagogy and content knowledge.
The TIP has 6 phases and is designed to help teachers plan for effective classroom use of technology. Phase 1 – understanding their technological knowledge. Phase 2 – Deciding on whether or not technology is appropriate for teaching what they are trying to teach. Phase 3- stating desired outcomes and designing appropriate assessments for achievement, attitudes, and performance. Phase 4- Integrating strategies and including activities that include technology. Phase 5 – setting up the instructional environment with proper resources and conditions to support the activities. Phase 6 – Evaluating and revising achievement data and using it evaluate current successes and to improve future projects.
It is also important to know the conditions necessary to integrate technology – shared vision for technology, empowered leaders, standards and curriculum support, required policies, access to hardware and software, skilled personnel and opportunities for professional development, technical assistance, and appropriate teaching and assessment approaches.
Another key factor is collaborating between schools, businesses, corporations, and individuals who can help to make the program a success. This is something that I want to consider as I move forward in trying to implement more technology in my classroom.
I think it is essential to implement technology into everyday classroom learning. It is important to have all of the factors addressed in this chapter in place. It is essential to have the right hardware and software, but also to have the right support. It is important to have an ongoing community that will maintain and improve the use of technology. I believe that the TPACK and TIP will be helpful to me as I strive to increase the use of technology in my classroom. As a first grade teacher, I find myself not giving my students as much opportunity to do their learning online, but now see how this can be carried out with careful planning and implementation. I think the use of guided practice and learning through learning software games is something I could do more and without much difficulty.
I like your reflection about how to incorporate technology into first grade. I think a lot of teachers feel pressured to use technology since it's such an important communication tool, but it often can be used haphazardly because of this. I too would like to use TIP especially to plan meaningful technology.
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