Chapter+12+TPACK

=Chapter 12: “TPCK in In-Service Education: Assisting Experienced Teachers’ ‘Planned Improvisations’” by Judith B. Harris=

**Abstract**
Harris carries a convincing metaphor throughout this chapter: experienced teaching as a creative, improvisational piece of jazz. Just as each musical performance is unique, she emphasizes how every content area is different, every classroom is comprised of students with a variety of needs, and there are no cookie cutter methods that work for each and every educator or course. Activity structures (or types), however, are standard tools that many teachers know about and are able to use in a variety of content areas, units, or individual lesson plans – much like identifiable riffs that pop up, seemingly randomly, in numerous improvised jazz pieces. To ensure that the activities are not used for their own sake but to further curriculum goals, these activity structures should be based on conceptual learning objectives (such as problem solving or information gathering), and then broken down into a variety of activities that enable or assist in meeting these goals. Harris argues that it is critical that each teacher have a vast repertoire of these riffs/activities in order to make the best choices for his or her individual situation. To that end, she provides a helpful table of technology activities, categorized by genre, complete with descriptions for each, as both an example and a starting point. She also emphasizes the need to view practicing educators as competent adults with a professional background and an understanding of what makes something worthwhile; they are most likely going to integrate technology in ways that don’t necessarily transform their curricula (which is fine as long as the results are proven) and only if it makes utilitarian sense to do so (Harris includes a telling equation here: utility=value/effort). Teaching is an art form that no prescribed model will always sustain, but with enough exposure to the basic components of education (through collaboration and professional development), the unique requirements of individual classrooms and courses can be fulfilled through improvisation.

**Synthesis**
The most obvious observation I could make from reading our reflections was that everyone commented on the comparison of teaching to jazz music. We said that the art of teaching is a combination of clever planning and witty improvisation. Many of us felt that we either plan different lessons every year or change the lessons to accommodate the students. Some of us spoke about witnessing veteran teachers shaking things up and adding technology when they find it to be appropriate.

“Utlitiy+Value/effort” (p 267).It seems we all agree that teachers need to see the value in making a change before they will consider investing time in the effort to make the change. Most of the middle school and high school teachers commented here that their students felt the same way. As we develop critical thinking skills, we begin questioning and criticizing our own learning. One of us made the point that this is a valuable skill and we should encourage it, while another classmate said that her students questioned their learning, but adults were more verbal about their criticism. This supports our conversations about the importance of feeling connected to our education.

Our critical thinking has led us to question the value of technology in our classrooms. Many of us find ourselves struggling to use technology in a Type II way. We all appear to appreciate the value of technology in how it eases our lives, but we struggle with integration versus entertainment. Some said that technology makes the lessons interesting or engaging, which is purposeful, but not necessarily Type II. Others found that other teachers in their school were using computers more often, but not always in a truly content supportive, deeper learning kind of way. It is change, and so as critical thinkers, we question it.

Will professional development opportunities solve this problem? Some of us discussed the fact that training sessions are not always supported with the time it takes afterward to practice and fine tune the software use. Others felt that the trainings supported Type I use of computers and was entertainment, not true integration. One of us wrote (and many agree) that it is frustrating to feel pressured to use the technology, but not have access to it that enables the students to engage in the activities.

Our common themes boil down to why are we doing this and if we are going to do this, how do we do it right?

Links:

PBS Teacher Teachers Net Jack Pot! New Horizons

Jen F
To continue with Harris’ comparisons of the art of teaching with jazz music, I feel like my role as a teacher is like being the conductor of the orchestra while simultaneously trying to play an instrument during the concert. This makes our job interesting, engaging and challenging.

Teachers are constantly learning alongside our children as we guide and support them in their development. And whether we are discussing content knowledge or technology integration we should always know our students and their learning styles. In preschool we are heavily focused on individualization based on the learning style of the student, whether he/she is a kinesthetic, verbal, visual or other type of learner. I think that technology can enhance this on some levels. The use of digital cameras can give meaning to learning for children who need to be hands on and visual, especially since we are at a pre reading stage of development. Navigating an educational software game can help focus a child who otherwise has difficulty concentrating on a teacher’s direct instruction. It is my job to decide on the tool that fits the child.

My final thoughts on this chapter are about the quote “utility=value/effort” (p267), referring to the way teachers consider whether a new concept is worth consideration and our reluctance to embrace technology in the classroom. It’s difficult to change our tune when we are focused on conducting and playing our instrument. Teachers should always be critical of new ideas, because there are so many to consider, some of which are fleeting. But we should also be open to them as well. Technology is here to stay, so we need to stop fighting it, but we should continue to question the depth and meaning of the integration. The moral of this entire book has been the idea that technology needs to enrich the curriculum, challenge the learner to a new level of thinking and enhance the depth of the content knowledge. Our job is to make this happen without missing a beat.

Abby
This section had some interesting points about technology integration into classrooms of teachers who have been teaching for a few years and those that have great experiences to share. Every teacher is constantly learning and professional development opportunities provide an excellent opportunity to learn how to integrate technology into the daily classroom if these sessions are run correctly. We as teachers have all sat through professional development sessions that tell us how to integrate new technology but never let us try it out. I feel I can be told a thousand times how to do something but until I am allowed to try out the new technology and see how it will work for me personally I am not going to use it in my classroom. It is not because I don’t want to, it is simply because I don’t have enough time to go back through everything I was told and remember how to use the new program or equipment at a later point. I think this is a problem frequently experienced by many teachers.

This section also mentioned how teachers are very goal oriented and need to see the point to doing something before they take the time to do it. I agree mostly with the book when they say teachers “will choose actively not to integrate use of educational technologies if they do not recognize the need to so – even if access and support for technology integration are readily available.” When choosing between new things to integrate into my classroom I am much more likely to chose the new techniques that I can see the purpose behind instead of a shot in the dark. (There are the times that I like to try something without knowing the end point but I struggle to do this when I feel pressed for time.) I find when I don’t know the end point I spend a lot of time looking for the end point instead of trying something new. I like to think that I am courageous when it comes to trying new things but I still struggle to do this with teaching.

This section had many great suggestions of different activities that can be done with students. I have tried on many occasions of giving students a choice of different assignments for their performance task. The students enjoy the choice and I enjoy the final project variety. In class I find that we fill out a lot of maps, charts and tables using the SmartBoard and that it helps students stay organized. I have never tried doing historical impersonations but think this is something I might want to try in the future. I also hope to have more chances for students to make movies now that they have the cameras built into their laptops and computers that can handle the software.

Jen B.
Teaching as jazz: just thinking about my profession in such terms makes me feel infinitely cooler and as though I need to buy a new pair of sunglasses to wear under the cold fluorescent lights of my classroom! But seriously, I quite liked this chapter and its extended metaphor of improvisation and patchwork. Teaching requires knowing the basics and having a general plan for a particular lesson, but it’s so true that depending on the energy, motivation, background, or mood of the class itself, so much can change and we need to be ready for that change. And since I often feel like I’m performing anyway, this comparison really hit home.

This chapter being (finally) on in-service teachers’ use of TPCK, there was actually quite a bit that resonated with me. A particular quote that I connected with appeared on page 252: “Integrating technology is not about technology – it is primarily about content and effective instructional practices…. Integration is defined not by the amount or type of technology used, but by how and why it is used” (Earle, 2002). This is what I have always believed and what has always frustrated me, particularly in our district with the laptop initiative. Our district instituted one-to-one laptops with all high school students five years ago, long before the state made the move to do so. Since then, they have been attempting to justify the expense by hiring a technology coordinator (soon to be let go due to budget cuts) and cramming “we have the technology, now use it” down our throats. Now, I’m not against using technology when it makes sense to do so; however, we have been admonished for “only” incorporating them during 80% of our classroom time (as determined through random observations) and have been shown over and over cool “tools” to use without the necessary discussion of whether they improve the learning of the content and underlying skills that the students need. Using a Ning because it’s fun, versus writing a research paper (which is “boring”) is all well and good until students are expected to be able to write research papers in college. We need to determine when and how to use such tools well and when not to, which Harris respects.

On another note: the idea that adult learners are somehow different from children who just accept notions as true without questioning their utility is just plain silly. I have to think that this author simply hadn’t met any children beyond the age of five recently. My students (of course who are well beyond five) are constantly questioning why they need to learn such and such, or how it will serve them in life. I’m all for this kind of thinking – in fact, I feel the same way when I take a class or sit through professional development of any kind. Yet I, and most other teachers that I know, welcome change as long as we can be convinced that it will work, it will make our lives easier in some way (such as helping the students learn a concept more easily or enable us to conserve energy or time), and the time it takes to learn/practice/implement that change is not so great as to negate its usefulness later on. The equation that Harris presents in this chapter really struck me as telling: "utility=value/effort." Now, I'm not going to imagine how this might work mathematically, but the idea of critically assessing our effort-in vs. results-out is central to teaching in a sustainable way. Professional development experts should keep this in mind, now and forever.

Megan
I enjoyed Harris’s comparison of jazz and teaching. Ten years ago I was a musician and am familiar with having to memorize a piece but be willing to improvise at any given moment to make that piece more enjoyable. Teaching and jazz are extremely similar in this aspect. A teacher may have the perfect lesson plan that addresses their TPCK but that teacher must be willing to improvise if that lesson is clearly not addressing those student needs.

I also agreed with his statement, “(TPCK) is interdependent on contextual factors, such as culture, socioeconomic status, and organizational structures.” I feel that too many times this is overlooked. Politicians, and some teachers, expect an easy, scripted answer. This is not the case. Each classroom consists of many different learning styles and prior knowledge. Each classroom must be addressed differently. Teachers may thoroughly understand their TPCK but do not understand how to address this in different classrooms. This also addresses Harris’s comparison of teachings with a “lead sheet.” A lesson plan should be looked at as a lead sheet. It gives the teacher an idea of where to go with the lesson but be able veer off at any given moment as long as the lesson is still being taught.

I also enjoyed the discussion on activity structures. I feel that today's students do not learn the same as the students of twenty years ago. I agree that lecture is important, but there needs to be activity structures involved with this learning. These activity structures can be applied across all contents. I also believe that school districts, especially high schools, need more time to put together these activity structures. When teachers are used to teaching one way, it is difficult to try another. I think by combining lectures and activity structures, as well as other types of learning, we will achieve deep knowledge of that given content.

This chapter hit home with me. Not only did I enjoy reading it, but I also agreed with what had it had to say. Jazz is very much like teaching. Those teachers with a solid TPCK and ability to improvise at any moment off their lead sheet will achieve the desired results that they are looking for.

Lindsay
First of all, I really enjoyed the metaphors used in this chapter. “Teaching is much like a jazz performance: a well-practiced fusion of careful, creative planning and spontaneous improvisation.” That’s exactly what my job is like, Monday through Friday! We make all these tedious plans, letting our creative juices flow, laying lessons out the precise way that we want them. But then... they don’t always go the way we want them to, so we sometimes have to fly by the seat of our pants while remaining to keep students engaged in powerful thinking. I may not be very musically inclined, but I think I can relate to a jazz musician!

Using technology in my classroom is a way to “vamp” up lesson plans. I thought Harris made a great point in saying that technology should assist you, but not over-shadow you. It’s really not about the technology. It’s more about what students can get from the technology! Technology provides us with very powerful ways to deliver content to our students. I think it is also important to point out that it’s not how much technology or even the type that we use, but more importantly how and why it is used. There are some teachers that may have students using their laptops on a regular basis in their classrooms, but how are they being used? Are they merely used as “aids” or are they “transforming” content? In math, I find it hard to integrate technology on a regular basis, but when I do, the use should make the lesson “richer,” allowing for a deeper understanding of the content. Some of the things I have found useful in my class is using online manipulatives and researching “up to date” information when solving real-life problems. At times, I do use technology as an “aid” to make life easier. For example, students often post assignments in their “Math Conference” so it’s easier to manage, and we can “go green”! Maybe it’s not the best use of technology, but I’m working on it.

Another point made in this chapter (which was also mentioned in a previous chapter), is that there is no one right solution for integrating technology into our classrooms. Perhaps this is a “wicked problem”, but we should understand that a single solution may not apply to every teacher, every course, or every view of teaching. It’s different for all of us. Just as we must differentiate our instruction to meet the needs of all students, we (as well as our administrators) must realize that not every solution is the perfect one. As teachers, we are often told to use this strategy 3 times this trimester, or implement that strategy before our next meeting. That one strategy may work for some, but not for all. In my team, during these types of instances, we have agreed to “find what works for you.” As well all know, what’s great for me, may not be for you!

My mother always says that the best way to convince someone to do or to try something new is to make it his or her idea. When everything boils down - this would be the best avenue to encourage experienced (in-service) teachers to develop a solid TPCK. You cannot change the philosophical beliefs and well-developed pedagogical ideas of an experienced teacher. For better or for worse, most teachers are set in their ways. Having said this, I believe that most teachers teach their content in a manner that best suits his or her students and the content. I observe veteran teachers changing their lesson plans to accommodate diverse learners. I do not believe that many teachers teach the same lesson every single year. If teachers see that technology usage would help their students learn, then I believe the majority of them they would use it. The challenge is showing the experienced teachers the benefits of technology and how to teach them about this usage within a restricted time schedule.

It is definitely true, as discussed in the chapter, that the majority of adult learners like to learn new information that is actually useful to their lives. Adults learn with a purpose in mind – the information must benefit our lives or us. Having said this, adults do not like to be forced to learn things that do not benefit them. This is why forced technology integration often fails. The idea suggested in the chapter of exposing teachers to technology through various activity type presentations across the curriculum makes the most sense to me. This method gives the teachers the flexibility to create their own ideas about technology usage for their classrooms. This is perfect: it appears to be their own idea and they can take from it ideas that fit into their content, rather than being forced to do something that they are uncomfortable with. After reflecting, I can see how my school has attempted to run our technology workshops with this philosophy in mind. While attending, these workshops it has been helpful to pick and choose what works best for my content, which was certainly worthwhile for me.

Finally, this chapter provided me with fabulous ideas for my social studies classroom. In addition, Table 12.1 also gave me several ideas of ways to incorporate technology into my current teaching practices. I particularly like how the table is organized into skill, ideas, and then even provides a description. This will definitely be of assistance to me as I make my pedagogical shift to more technology usage for next year.

Linnea
The author defines technology integration as "... the pervasive and productive use of educational technologies for purposes of curriculum-based learning and teaching." (Page 252) I really like the inclusion of "productive" in the definition. All of us have experienced some really interesting challenges with regards to use of technology, leaving us wondering whether we are better off or worse off with technology. How fun is it to have iMovie without video capacity?! Okay, I feel better now. Actually, it would be extremely difficult for me to function without technology in the classroom for the students. I found this out during first quarter of this year, as we prepared for one-to-one computing. The only computers available for students were those in the library. In addition to the mismatch between the vision of technology integration and actually use of technology, we now have legislation passed here in Maine that encourages teachers to use technology for drill and kill and basic test preparation. This may not have been the intent of teacher evaluation to student test scores, but it will be an outcome of that legislation.

I like the continuing theme of jazz metaphor that runs through this chapter. It provides another way to think of "wicked problems". Technology integration can provide a variety of ways for students to access and process content knowledge, as well as build understanding. Students who use learning styles other than the traditional learning styles (verbal - lecture, pencil and paper tests) can have an opportunity to gain confidence in their ability to learn. Lots of times they can't articulate their experience until the experience is underway. They need to learn to translate it into verbal learning style. How many times has a student told us a well-developed strategy, and then ask, "How do I write that?" And how many times have you told a student, "Write down exactly what you just said." So technology integration can not only help students achieve learning and understanding, but translate their understandings between learning styles. More so, particular applications will uniquely engage a student, because it matches that students learning style. This year, at MBHS, once the students were equipped with their laptops, it was a short hop to the students successfully advocating choice in their assessment styles.

I can use the quotations in my room next year!

Tara
I have no experience with music, but I did like the comparison made about jazz performances. “A well-practiced fusion of careful, creative planning and spontaneous improvisation” (pg. 251) This is exactly what “we” do as educators. There is not one class that is the same. I have been teaching for six years and have yet to use the same exact lessons. The concepts are all the same, but the way the material is delivered depends on the students and the materials available.

I believe that technology is a way to “vamp” up lessons. Most students are very excited about the use of technology. When a teacher uses technology in a different, but useful way students are much more apt to get more in-depth with the content. If a teacher has the whole package ; TPCK, students are engaged and learning!

This chapter hit home when it talked about how adults like to learn things that is useful in our everyday lives. Is this just adults? My 7th and 8th graders need to know why they have to study WWII or Vietnam? “How am I going to use this?” I get occasionally. Learning needs to be relevant to the person for them to want to understand it. I think that if more teachers; not administrators, took the leadership role in helping other teachers it would seem more relevant to their teaching.

This chapter also gave some good ideas on how to use different activities in your classroom. I like to mix things up from week to week in my own classroom. Students today seem to like the different choices in activities. I would agree that when things get monotonous I have a hard time paying attention. I think this chapter gave good advise about using different activity types.

Myrna
I liked the way this chapter used jazz as a metaphor for teaching. It makes me feel more artistic and polished somehow. She makes a number of interesting points that especially ring true for me. Her definition for technology integration, "the pervasive and productive use of educational technologies for purposes of curriculum-based learning and teaching", was very clear and differentiated between simply sliding technology in as a separate subject or on top of a curriculum and using them as "transformational devices". As we all know teachers are tough to teach and she makes a point of addressing the need to make professional development meaningful through content, structure and advantage. I beg to differ with her opinion that adults and children have different needs when it comes to learning. I don't know about you, but my students also need to know why they need to learn something and how it will benefit them directly. If I can get them to understand that, the rest is easy! They too resist situations where they feel others are imposing their wills on them. Teachers are just more verbal and rude.

Actually, I was pleased to find a lot of information that will be useful in my practice. Table 12.1 provides an overview of ideas that help to plan for activities that will provide a better learning opportunity and more engaging scenarios. It also reminded me of another class I took on project-based learning and gave me a nudge to use that approach in other arenas. I liked the details she used to describe the types of activities and where and how you would use them.

I approached this chapter thinking, "What more can be said about TPCK?" and I was pleasantly surprised that indeed there was more and it addressed the major concern of how do you encourage others to find ways to use technology to enhance their teaching and enable them to be successful.

Jennah
Jazz it up! I love the references made to jazz music, and think the quotations are so fitting when it comes to teaching. I had not thought of my profession in this way, but I am glad that Ms. Harris offered up the analogy. I was particularly intrigued by Branford Marsalis’s quotation, “You don’t know what you like, you like what you know. In order to know what you like, you have to know everything.”

This led into the idea of a “lead sheet” (p. 257) for jazz musicians and the idea that practicing teachers use shorthand version of lesson plan documents. Finding a way to integrate technology into this way of planning seems like it would fit right in. Polman, in particular, used a model that I thought seemed worth while. The B-N-I-E is a cool activity model. This is something I could definitely see translating into my classroom. Especially because I think students really take the lead and have much better products when the outcome is their idea. Isn't this true for any of us? The hard part is giving up control and letting that kind of learning happen in the classroom. It is not always easy to change what you have been doing, especially if you think it works the best that it could.

Overall, this chapter brought up some interesting points in regards to integration, and how to best use it within a seasoned teacher’s way of teaching. I appreciated the insight and how important it is to make the transition seamless, and flow like music, rather than to just replace the ‘“old” with “new”’ (pg 169). There are some traditions that are wonderful in school, and sometimes it seems like technology wants to take it all. Finding a balance is important.

Peggy
Pre-Service, Chap 11 TPACK, Chap. 11 Guiding preservice teachers in developing TPCK

At the beginning of this chapter, Neiss reiterates a common theme in this book that teachers need to know much more than content. A focus on only planning, teaching strategies, management and assessment is not sufficient, and quoting Dewey, “rob the children of tomorrow.” Teaching effectively with technology is more than “knowing that” and “knowing how”. Teachers must dig deeper and “know why, know when, and know where”. Preparing new teachers does need to change to successfully incorporate 21st century skills. On page 225, the author reminds us that “Tomorrow’s teachers must be prepared to rethink, unlearn and relearn, change, revise and adapt.” While I think this has always been true to a certain extent, integrating these new “required skills” and rapidly changing technological tools into the classroom add to the complexity, and the need to be flexible.

It makes sense that developing the kind of thinking required for TPCK should begin early for preservice teachers. Neiss noted (p. 224) that how a person learns and the situation in which a person learns affects an important part of what is learned. Practicum and student teaching are important learning experiences. But I have to wonder about some teachers who resist change, especially using technology, yet regularly have preservice teachers in their classroom. What effect might this have on practicum students and student teachers who are going to need to teach differently for the 21st century?

A couple of points made in this chapter included the idea that preservice teachers must learn their content with new technologies, be more than spectators and have plenty of opportunities to apply this knowledge. They must be actively involved in using technology early, not just players in teaching with technology. So how is it possible to encourage the growth of TPCK skills in pre-service teachers? While integrating technology more meaningfully in undergraduate programs is certainly needed, it will not be easy to accomplish. One final thought I have is about the role that reflection plays in this whole process of developing the strategic thinking of TPCK. In my own experience, and in working with practicum students and student teachers, time and experience are often needed to build the habit of reflection that helps one make important connections and create meaning.