Week 2 - Sept 13
The great technology dilemma continues in education. Discourse around overuse and dependence on tech raise valid concerns as districts across the nation are pushing for more tech (with little supports…but that is a soapbox for another day). Personally, and like several of my classmates, I have struggled with the social and environmental impacts that AI is creating. My mind goes to that Georgia family that now have a Meta data center practically in their backyard and the effects they are facing to live in their own home.
I know I am not the only one that struggles with this. I truly believe it is an 'uphill both ways in the snow’ type of battle that we cannot possibly try to solve on a small scale. Some choose to power down tech usage in their classroom. What helps me work through this existential crisis? Knowing that this work is going to help my students be ready for the world outside of the school building.
“Don’t take away tools that everyone else is using for various purposes out in the world.”
Unpack with TPACK
In my four short years since receiving my degree and teaching certificate, I have already witnessed major changes in how we look at pedagogy and the Universal Design of Learning. The balance of content, pedagogy, and technology is overwhelming to say the least, and it is hard to measure where we land. The Technological Pedagogical and Content Knowledge model (TPACK) helps educators find that balance.
Image from PowerSchool: The TPACK Framework Explained
TPACK is built on three principles: Content Knowledge (CK), Technological Knowledge (TK), and Pedagogical Knowledge (PK). As shown above, each principle overlaps into our goal: TPACK.
Personally, I believe my strength lies in PK, followed by TK and CK. PK has always been my strong suit, and I am proud of who I am as a teacher because of that. I am not proud that CK does not rank higher for me (that’s part of why I’m here!) but I am extremely happy with how far my PCK has grown in just four years in the classroom. TK is where I was tripped up. I believed that I was doing a great job using technology in my classroom…but I have come to realize in my last two years that it’s sometimes just that…using technology: checking a box for scheduled district programs, facilitating accommodations for those with learning impairments, and creating access for distance learning.
Don’t get me wrong, I believe I have had some positive tech integrations. Through our reading and discussions on TPACK, I now understand that I may have gotten too comfortable with the assumption that growing up with technology would set me up for total success in my classroom. TPACK is an incredible compass to lead me in the right direction.
So… how do we stay on track?
EMSCI! This framework is built in the recursive phases of Exploration, Modeling with Mistakes, Scaffolded Exploration, Classroom Problem-Solving, and Independent Activities. Reflecting on my own experiences, I can see that I have skipped the first step all together. I do not give my students time to just exist in a new tech tool before we push on forward, and I’m realizing just how problematic that is. What bothers me more, however, is that my middle schoolers are not very interested in tech that they cannot immediately understand. We’re talking major shut down mode! I believe this is why I skipped that foundational phase…and I’m realizing I’m doing a disservice to my students. Looking forward to fixing that (and also NOT…the pushback will be exhausting for a while).
Tech Integration Taxonomies
Looking at the Substitution, Augmentation, Modification, and Redefinition (SAMR) Framework truly exposed my tech deficits. I think many educators fall into the Substitution category against our will due to administrative push, behavioral suspensions, and lack of supplies. Sometimes, I think we truly do not have a choice in avoiding this ‘enhancement.’ There’s room to grow!
Apologies for the jumpscare…I’m in middle school for a reason.
One way to step up our technology integration is through the PICRAT model. Built on the RAT model (Replaces, Amplifies, Transforms) PIC (Passive, Interactive, Creative) gives educators a matrix to consider student engagement with teacher tech-usage. Through the ChatterPix above, Dr. Vasinda took a simple discussion-based activity and created an amplified interactive experience. Now, this experience immediately took me back to my skipping of Exploration in the EMSCI model. A tool like ChatterPix would be a great window of opportunity to allow my students to explore, and to grow my own skills in the EMSCI framework in a low-risk way.
One goal I have this semester is to build a creative and transformative tech lesson with my Honors classes. One idea that I have is having my students take a character from a whole-class novel and work within an AI software to build an accurate image using both internal and external character traits from the story. It triggers my ethical dilemma, but my drive to help them learn how to properly use a tool is going to have to win here.
What do you see?
I have found that even though we are teaching the generation that is scolded for being glued to technology, they are absolutely not tech-literate and have little to no attack skills when it comes to troubleshooting. What are you seeing with your students?
