Article+Summaries

TPACK development utilizes three areas of planning (content knowledge, pedagogical knowledge, and technological knowledge) to help educators better understand how to integrate techonology. In order to have a successful technological integration, the curriculum and students' learning must come first. After the plan, curriculum and some learning of the content has taken place, then educators can integrate technology to fit the needs. It's difficult and often a plan for disaster to adapt curriculum to technology.
 * Instructional Planning ActivityTypes as Vehicles for Curriculum-Based TPACK Development**

Developing TPACK using learning activity types can be a planning tool for teachers. The article listed several types of activities that teachers could plan to integrate technology; thus implementing the idea behind TPACK. The activities included knowlege building activities, expressions (written or visual), conceptual, and product-oreiented activities. The tables also give examples on what types of technology would best enhance the activity.

The most important piece of information that I gathered was that educators need to take the curriculum and integrate technology to work with the curriculum and what has been planned.

Harris, J. and Hofer, M. (2009). Instructional planning activity types as vehicles for curriculum-based tpack development//. Research Highlights in Technology and Teacher Education,// 99-108. All content areas/wide range of technology including powerpoint, imaging tools, word processing, wikispaces

This video is about video production class at a San Fernando Valley High School. This production class grew from three students working out of a janitoral closet to a class of over 100 students in a state of the art tech studio. They work on different projects for a variety of classes including economics and social studies. Students also volunteer their time to teach other students, teachers, and community members about vidoe production. They also learn other skills that help them in life such as working collaboratively, enhancing math skills, and learing to constructively critique the work of others.
 * San Fernando Education Technology Team (video)**

[] All content areas/video production/media tools

Finding alternative ways for students to express themselves in key in student success. Classroom teachers are moving away from the traditional pen and paper/testing and are moving toward innovative ideas for student expression. Videotaping, recording, and sound recording are new ways for students to gather information and present this information on projects that are assigned. Teamwork and student collaboration is another reason to encourage work through media. Everyone plays a part in producing, so students are excited and take ownership of their work.
 * Students Find Their Voices Through Media**


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The use of geospatial information technologies and products are becoming so wide spread that it is necessary to educate students on how to use this type of technology. A mid-Atlantic ubrban school parterned with researchers to do just that. These students were of a diverse ethnic background with 20% of the class being ELL (English Language Learners). They had limited ability in geographical studies and less than 1/3 of the class could tell in which direction they were heading once they left the school. The program was designed to improve geographical skills and to develop technology skills using real world experiences.
 * Finding their way with GIS pg. 34-36**

The teachers/researchers created a GIS storm sewers unit that was taught over one school year in three trimesters. The students used GPS devices to investigate the problem of the city flooding when it rains. This project was real to the students. They experienced the flooding and knew first hand what the situation was like. The students participated in activities to familiarize themselves with their GPS units. They also enhanced their map skills. They learned to accurately collect and report data. This project allowed educators to successfully integrate technology learning while at the same time increased the students knowledge of content being taught.

Bozdin, A.M., Hammond, T.C., Carr, J, and Calario, S. (2009). Finding their way with gis. //Learning & Leading with Technology, 35-36// Geography/social studies/ gps/internet

This educator uses the wireless computer labs, the Internet, and blogging to enrich the students of various subject areas. The "109ers," the students in her class, worked with a photojournalist to study geography, culture, climate, and animals of the Artic. As the students studied the different content areas, they were able to collect date and create spreadsheets and graphs. The went on "cyber adventures" with Doug the photojournalist. The project was such a success that it led to grade-level blogging and eventually school wide intergration of technology.
 * The Adventures of the 109ers**

Randolph, D. (2009). The adventures of the 109ers. Learning & Leading with Technology, 26-28 All content ares/Internet/Excel

This article focuses on combining scicence and technology to form creativity in learning through a three step process. 1. Give them the tools- provide students with tools of scientific creativity. The nontraditional digital cameras, mircrophone, camcorders, etc. Preliminary assignments should include lessons on how to use theses 2. Give them the time- allowing for experimental work that incorporates technology is beneficial. This is an open-ended approach and not the traditional call and response. 3. Be vague- this allows for creativity on the part of the student. Of course teachers provide guidance and gives the requirements of the project (ie-how many examples of each or how many tables should be included) and the procedures should be given. However, allowing students to determine how and with what they will provide the finish product should be up to them. This makes assignments meaningful and fun.
 * Science + Technology = Creativity pg. 30-31**

Mader, J. and Smith, B. (2009). Science+techonolgy=creativity. Learning and Leading with Technology, pg. 30-31. Science/digital devices

This articles poses an interesting questions as the title (grabs the readers attention). The article tells the readers about how easily it is for urban legends or other hoaxes to be spread over the Internet. It also stresses how many of these hoaxes are read and absorbed by students (especially ELLs). This is in part to the lack of exposure to Internet information, cultural backgrounds, and the inability to understand what constitute credible media literacy. Students are discussing what they hear or read from the Internet, so the author suggests that educators use this as a tool to teach media literacy.
 * Alligators in the Sewer? Really? pg. 28-30**

The teachers role is to hlep studens to be able to think critically. Modeling is very important in getting the message to students. Peforming think alouds and holding classroom conversation is key. Also, teachers must ask though provoking questions. Several questions are posed when trying to prove credibility. Students can use the questions to conduct research on the Internet. There is also a problem-solving process for students to follow: compiling what they know about a topic; categorizing information; integrate data to form a decision.

Egbert, J. (2009). Alligators in the sewer? Really?. //Learning & Leading with Technology, 28-30// Language arts/Internet

This is a short article about do-it-yourself space exploration. NASA offers a podcast activity that allows students to cread podcasts about different areas related to the subject of space. NASA has a link to websites and photo galleries in which students can learn about science, technology, engineering, and mathematics. They use podcasting to produce a show based on information they have learned from the website.
 * DIY Space Exploration pg. 31**

Hardin, K. (2009). DIY Space Exploration. //Learning & Leading with Technology, 31.// Science/Internet/digital cameras

The student that sits in the back of the class or maybe off to the side out of the line of sight of the teacher has been and will continue to be a concern. Educators wonder if they know they material and are just shy or do they not know the material at all. Do these students need more time to express their thoughts or are they just not interested? The author suggests blogging and class room discussion boards as a way to get these students involved. With blogging, there is time to formulate what one wants to express and time to determine how one wants to express it. There were also examples of blogs created from reading material. Teachers pose a question on the blog and gives the students time to respond. This gives that reluctant student a voice.
 * Giving the Reluctant Student a Voice pg. 34-35**

Redekopp, R. and Boubonniere, E. (2009). Giving the reluctant student a voice. Learning & Leading with Techonology, 34-35. All subjects/Internet

Authors open with the importance of adjusting technology to fit curriculum and plans rather than designing a curriculum around technology. Once activities have been selected, technology can suppport the plans. The author also gave a website for gave sample activities and the best technology tool to support it.
 * Tech Integration in Social Studies pg. 26-28**

Hofer, M. and Harris, J. (2009). Tech intergration in social studies. //Learning and Leading with Techonolgy//, 26-28. Social Studies/Internet/wikis/blogging

Meaningful learning is the idea that students have actually learned material (not just memorized) and can build and/or apply information to different situations. Meaningful learning means that a student can relate to what is learned because they have made a connection through hands-on interaction and not simple call and response. The students are in control of what is being learned vs. teacher standing and "pouring" information into their brains.
 * Meaningful Learning**

Voicethread video was very informative. It is obvious the two people presenting are very passionate about the information. This video provided thorough information about how to work in SL. Voicethreads allow all to have an input or express and idea. Commenting on what worked and what did not work is a way to collaborate with colleagues around the world.
 * Voicethread**

http://voicethread.com/#u181376.b8878.i69787 All content/SL

This article introduces the reader to the possibility of using MUVEs (multiuser virtual environments) as an educational tool. It tells the reader of SL and how these tools can be used to help in real world experiences (responsibility being one that caught my eye). So these tools can be used as a means to "re-engage" reality not escape it. One project mentioned in the article a program aimed at teaching youth to make a positive change in society. In doing this, they learn early on how to be a productive citizen. Hopefully a skill that will go with them into adulthood. Other programs were developed to integrate science using the MUVE. This type of technology captures the students interest and expands their imaginations. They learn real world experiences and have fun doing it.
 * Walk, Fly, or Teleport to Learning pg. 16-20**

Yoder, M.B. (2009). Walk, fly, or teleport to learning. //Learning & Leading with Technology,// 16-20. All content area/SL

Educators have always had a personal learning networks, however, it this new age of technology there are resources that allow access to more than ever before. Information and communication technologies (ICT) have opened doors to an everchanging world in which educators are tasked with introducing their studets to this. Whether personal or social, there are a variety of ICTs to use. The author gives guidelines on the use of these tools especially if one is new to the world of ICT. Some suggestions given: 1. Start small and limit blogging. 2. Organize by subscription and 3. scan blogs rather than reading everyone. These are just a few tips to keep ICT simple and not be overwhelmed.
 * Grow Your PLN**

Warlick, D. (2009). Grow your personal learning network: new technologies can keep you connected and help you manage information overload. //Learning and Leading with Technology,// 12-16. All content areas/Internet/blogs/wikis/twitter

School rules with a technological adaptation is what this article is all about. Come to school (go online); bring materials to class (cellphones/laptops); be polite and courteous (realworld and virtual); keep your hands to yourself (but share in you pln). Just as education must adapt to the changing world of technology, so must the rules.
 * Education Innovation- A Different Angle of Approach to Education**

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The author suggests that education needs to move from the Industrial Age into the 21st century. During the industrial boom, the workplace was structured with fixed structures and inflexible schedules. Schools, in the past, have been given that same structure which limits creativity. Exploratory learning through technology gives the students a better chance at learning outside of the box (four walls of the classroom).
 * Partnership for 21st Century Skills Calls for Reevaluation of Learning Environments**

Nagel, D. (2009). Partnership for 21st century skills calls for reevaluation of learning environments. //The Journal: Transforming Education through Technology//


 * Educational Uses of Podcasting**

Harris, H. and Park, S. (2008). Educational usages of podcasting. //British Journal of Educational Technology, 39(3), 548-551.// All content areas/

This article tells the reader of a teacher who has been invited to study butterflies in Vietnam. While on the trip she is expected to communicate with her students via internet or satellite phone, write lesson plans, take photographs, keep a journal, and start a blog. All of these activities were to associated with her trip to Vietnam. She decided to use this as a learning experience for both her and her students.
 * Hooked on Classroom Blogging**

The teacher did quite well in preparing her students before she left. They did studies on Vietnam and the Vietnamese culture. She had contests and games to get the students really excited and interested in learning. She found ways to make it meaningful and was excited about the feedback from students. The one problem she faced iniitally, however, was how to blog. Her husband was a college professor, and she knew that his style was not conducive to an elementary setting. She finally found the niche' to blogging. Her students loved it. They would come in and want to blog before class started and throughout the day. The teacher received email from parents who talked about how their children were coming home from school and wanting to blog. The teacher found incentives and awards while in Vietnam to reward her children upon her return.

There were seven tips in the article that the author provided to the reader to help make blogging a successful tool in the classroom.

Peters, R. (2009). Hooked on classroom blogging. //Learning & Leading with Technology, 26-28.// Social Studies/Blog/Internet/Digitial Media

Over the years, the means of communication have changed dramatically. It use to be that students commuicated with pen pals through writing a few times a year. Now, with the growth of technology, communication has become more frequent and in real time. Technology has provided for the use of communication through blogging, discussion boards, wikis, emails, and chatting. Other tools such as google docs and voicethread gives students the chance to collaborate collectively on given assignments. The are able to chat about these assignments before submitting to a teacher via Internt email. In the past when group assignments were given, it required the meeting at someone's house and possibly having one parent to carpool to library for resources. Technology has given us the opportunity to reach a wealth of resources from our own homes, just at our fingertips.
 * Tracking Collaboration**

Mader, J. and Smith, B. (2009). Tracking collaboration. //Learning & Leading with Technology,// 30-31. All Content Areas/googledocs/email/wikis/chatting

A fifth grade teacher in New York incorporated technology into his literature lessons. After reading assigned materials (novels), a blog/discussion was set up in nicenet.com. This allowed students to post their thoughts, answer the questions, and discuss with each other. Sometimes the blog discussion involved students analysing characters and giving support of their answers. This requires higher order thinking. The level of excitement was apparent especially when those without internet access would come to class and crowd around the computer; all waiting for a turn to post their thoughts. The teacher used the post to generate classroom discussion. These students were given a real purpose for reading and writing!
 * Writing for Real Purposes**

Ikpeze, C. (2009). Writing for Real Purpose. //Learning and Leading with Technology, 36-37.// Language Arts/Blog/wikis