When I began my capstone journey I was very reluctant to bring technology into my classroom. I was fully comfortable with "innovating" using power point slides and a projector. In terms of the TPACK model I was very experienced with the PCK (Pedagogical Content Knowledge) but was completely out of my depth when it came to integrating technology in meaningful ways.
Technology, to me, had always been a fancy pencil; something that replaced a traditional procedure but did nothing to enhance it. Sadly, for my students, technology in math class was often associated with testing and left my students feeling anxious whenever they saw a chrome cart at the front of my classroom. Throughout many rounds of data collection and repeated attempting to reach my students , I have learned ways to augment my teaching capital by infusing technology with the core of my instructional practice in ways that make sense to the various needs of my students. When my students complained about not being prepared for classes, I created video tutorials that they could access at any time and re-watch infinitely. This addressed the TPK (Technological Pedagogical t Knowledge) aspect of the TPACK model as it allowed me to specifically target students who could not learn in a traditional classroom setting via direct instruction. I found a technology based solution to a content issue and my students benefited from my innovation. Using Edmodo and desmos in my classroom throughout the year, I was able to address the TCK (Technological Content Knowledge) aspect of the TPACK model, as I was able to increase opportunities for critical thinking about math and its connections to real world application. Desmos allowed me to easily demonstrate concepts like exponential vs. linear growth to students while Edmodo helped me to plan specific engagement activities with online content that students could easily access. While ones TPACK journey never reaches a true final destination, I believe that I have grown significantly in my ability to not only implement technology in meaningful ways, but to also realize there are instances where technology is a distraction for my students. I am thoughtful about the use of technology with my students. When my students engage with technology, they do so with a full understanding of its purpose and intent in our classroom.
1 Comment
JP
6/25/2019 11:43:08 pm
It is interesting how you were able to see your student's association with tech and how it relates to anxiety and stress - I wonder if other math teachers have picked up on that as well. It is is super great how you started to create means for students to re-watch tutorials on their own to help them.
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