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Reading 2 was on a Science-Sose unit about dinosaurs and discovering where they went. During a group discussion we all agreed that the teacher that wrote this unit was meticulous in planning and had thought hard as to the length to which she wanted technologies involved. We all found this to be a good example of a technological unit. I learnt from the group discussion as well as the reading that there is a range of different ways technology can be incorporated into a classroom unit of work. This new knowledge of more hands on activities is something that I would like to incorporate into my future classroom or practical classroom this semester.
Reading 3 covers practical ideas for teachers in years 4-9. The group all agreed that theses activities were creative and fun and ideas that we would and could include into our future senior school classrooms. There is twenty eight activities included in this reading all that could be taught anywhere from grades 4-9 and some that could be taught past this to grade 12. Some of these helpful lesson ideas will be integrated into my future classrooms.
The final reading for week one was practical ideas for teachers p-3, this text contained twenty eight technological activities. When discussing we all came to the same view as that of reading three that the activities were educational, fun and easily incorporated into our junior school classrooms. This article proves that learning can be fun by incorporating technology into general lessons, it also gives ideas on just how to do this. By using this reading’s examples of lessons it will make ICT apart of most if not all of my lessons.
Those who Understand: Knowledge Growth in Teaching
Is an article about the way teaching used to be prior to and up to the year 1986.
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Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge
In this article TPCK it covered the idea that good teaching involves using technology, how technology makes learning easier and how it needs to be integrated by using pedagogy rather then just for the sake of. All this became the basis of our group conversation, were we discussed how best to use it for our teaching. We also talked about instances were we have witnessed teachers using ICT just for the sake of using it, teaching us that they didn’t properly comprehend how to best use it. To prevent this happening to me in the future constant PD will be required to help stay up to date with technology for the classroom.
The Song Remains The Same: Looking Back to the Future of Educational Technology
This group discussion covered the main basis of the reading, which was about technology and how it is constantly and rapidly changing. But even with this change the theory and philosophy behind it is still the same. We also discussed the need to constantly involve ourselves in professional development to keep fresh on the new technologies and what they do as things change so quickly. It is an amazing thing to look around and see the wide range of technology that can be used within the classroom environment and think just as fast as they came in they will go out and there will be a whole new even better range.
Preservice Teachers: Are We Thinking with Technology?
This article and group discussion covered the lack of technology training given to pre –service teachers, the lack of qualified teachers that have advanced technology skills, the poor understanding of the use of items of technology and the lack of support given to teachers and their technology. Through the discussion and observation I came to the conclusion that due to little or no support teachers and lack of proper understanding of individual technologies teachers just wont use or integrate ICT. Although this is not a problem for me at the moment it is sure to be down the track with the change in technology
Shulman, L. S. (1986). Those who Understand: Knowledge Growth in Teaching. Educational Researcher, 15, 4-14.
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?. Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
Koehler, M. J., & Mishra, P. (2006). What is technological pedagogical content knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108, 1017-1054.
Mishra, P., Koehler, M. J., & Kereluik, K. (2009). The Song Remains The Same: Looking Back to the Future of Educational Technology.
Career and Technical Education, 53(5), 48-53.
Doering, A., Hughes, J., & Huffman, D. (2003). Preservice Teachers: Are We Thinking with Technology?. Journal of Research on Technology in Education, 35(3), 342-361.