Technological Pedagogical Content Knowledge:  A Framework for Teacher Knowledge

In the article “Technological Pedagogical Content Knowledge:  A Framework for Teacher Knowledge” we are introduced to the idea of Technological Pedagogical Content Knowledge (TPCK).  The idea of TPCK is brought to us by building on Shulman’s formulation of “pedagogical content knowledge” and extends it to the phenomenon of teachers integrating technology into their pedagogy. With TPCK teachers are guaranteed to cover three main components of learning environments:  content, pedagogy, and technology.  Teachers today face many problems including only looking at technology and now how it is used.  The research done in this article shows that, given opportunities to thoughtfully engage in the design of educational technology, teachers showed tremendous growth in their sensitivity to the complex interactions among content, pedagogy, and technology.   

Overall, TPCK is a great framework for teacher knowledge.  I will especially help struggling teachers that are afraid to bring to much technology into the classroom.  TPCK may also educate teachers to know as much information about technology to effectively teach students.  Like the article states, TPCK may not be the best theory out there but it is better than no theory at all.

Whatever It Takes:  How Beginning Teachers Learn to Survive

            In the article “Whatever It Takes:  How Beginning Teachers Learn to Survive” we are introduces to a study based on students who have graduated from a university in Quebec, Canada and were employed in the same area.  The study focused on four professions:  physiotherapy, occupational therapy, social work, and teaching.  However, the main focus of this article was teaching.  The article suggests that new practitioners need to help to develop coping strategies, preferably while they are still teacher candidates under the supervision of experienced teachers.  It is also demonstrated in this paper that veteran practitioners have learned how to cope and by mentoring, they can help newcomers deal with the complex problems of initial practice. 

            I found it very interesting when the articles stated “No other profession takes newly certified graduates, places them in the same situation as seasoned veterans, and gives them no organized support.”  The reason I found this statement interesting is because it is very true.  Another difficulty experienced by beginning teachers is learning to make decisions instantly and simultaneously without the benefit of experience to guide them.  What I found to be the most interesting in the article is where it states that the problem is even worse for high-achievers (I like to think of myself as a high achiever).  Extensive knowledge and imagination allows high-achievers to compare themselves to realities that do not even exist.  “This may explain why “the brightest and best” are the people who are discouraged enough to leave teaching-they cannot meet their own expectations.  The more highly rated student teachers in our study were often unable to self-evaluate or to recognize when they had actually taught an excellent class.”  I could personally relate to this statement because I personally don’t feel like I’m a good teacher however my teachers and peers would say otherwise. 

The Net Generation as Preservice Teachers:  Transferring Familiarity with New Technologies to Educational Environments

In the article “The Net Generation as Preservice Teachers:  Transferring Familiarity with New Technologies to Educational Environments” digital natives are defined as people born after 1984 who have grown up with digital technologies, are at ease with new technologies and expect the use of new technologies in their education.  According to this definition, not only the students in 21^st century schools but also the preservice teachers enrolled in or entering teacher education programs today, are digital natives or members of the Net generation.  Overall the article researched what type of technology teachers are using in the class room.