TPACK+Chapter+2+Reflections

=Three's Company Chapter 2 Presentation:= Chapter 2- TPCK

Walter, Eleni, Heather Cohort 5

October 2, 2012

Abstract:

Kelly, M. A. (2008). Bridging digital and cultural divides TPCK for equity of access to

technology. In AACTE Committee on Innovation and Technology (Ed.), //Handbook of//

// Technological Pedagogical Content Knowledge (TPCK) for educators // (pp. 31-58). New

York, NY: Routledge.

Chapter two written by Kelly, is divided into two sections that focus on information and communication technology (ICT) and the barriers that create inequity. The first section of the chapter examines, defines, and provides teaching strategies for the first, second, and third digital divides. The first divide being access to technology hardware, software, and the internet, the second divide; access to achievement-enhancing technology mediated instruction (TMI), and the third; access to culture-sensitive technological pedagogy. This chapter highlights the importance of teacher’s roles in bridging the gaps in these digital divides while providing teachers with multiple teaching strategies that can be used specific to each digital divide with supporting evidence and included a case study, while also addressing the importance of the use of TPCK and multicultural education theory and research. The second half of the chapter provides the theoretical framework which supported the creation of the first half. In this chapter Kelly provides justification as to why teachers should be aware and understand their role in bridging these digital divides.

Synthesis:

Thoughts that are the same- Walter ===Link to my video presentation. ===

===E-inclusion Europa ===
 * The digital divide mentioned in the chapter helped our class focus their ideas on the content presented in Chapter 2. Equity in access to hardware, training and culturally sensitive instruction hinder technology education. All students writing about the divide seem willing to work to a solution on bridging the gap in technology in their classroom. **

===Education Week: Digital Directions ===
 * About half of our class found a divide in their own classroom due to the lack of access to laptops and computers in their own school due to funding or initiative of the district. The other half found no such gap in their current state of technology. We found help from MLTI and the laptop initiative in middle school, however it was common to find frustration that it has not extended to the high school in some areas. **

===<span style="background-color: #539bcd; color: #b87209; font-family: 'Trebuchet MS',Trebuchet,sans-serif; text-decoration: none;">Falling Through the Cracks <span style="background-color: #539bcd; color: #bbbbbb; font-family: 'Trebuchet MS',Trebuchet,sans-serif;">: Survey of the Digital Divide ===
 * The majority of the class cited lack of knowledge and confidence students have with technology stem from socioeconomic support of technology they get at home. It would seem the digital divide in education extends beyond the walls of our classrooms and the coverage of our schools wireless connection. Lack of hardware, or educational use of that technology can hold a student back just as lack of books and reading in the home. **

<span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Thoughts that are different (Heather)-
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">Only a few students (2) mentioned the idea of giving students free access to internet could be a hinderance to their education if they are not taught the [|critical thinking skills] to correctly judge the information.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">2 students mentioned they needed clarification on some of the standards used and in what context they would be applied, other students did not question.
 * <span style="background-color: transparent; color: #000000; font-family: Arial; font-size: 15px; text-decoration: none; vertical-align: baseline;">A few students mentioned that students should be able to explore technology on their own, others disagreed and said there is a fine line between exploring and inappropriately using technology.


 * Links: **


 * ** A site with resources and activities to teach students about evaluating websites and information for credibility: **
 * [] **

toc

= Karl =

Chapter 2 focuses on the digital divide. In fact, it defines three types of digital divides, labeling them the first, second, and third digital divide. It describes each, and explains ways to overcome these divides.

The first digital divide focuses on access to technology hardware, software, and the internet. There is a significant disparity between socioeconomic groups with regard to their access to these sorts of technology. Lower income families and minorities are less likely to have access to these resources. This can work to compound the other effects that poverty already has on these children’s educational outcomes. I have seen a clear divide in my classroom based on socioeconomic factors. Generally my lowest level classes are filled with students who are from significantly poorer families, and have limited access to technological resources at home. On the other hand, my AP classes have thus far had 100% of students with access to a computer with internet at home.

The second digital divide refers to access to achievement enhancing technology mediated instruction. Students lacking in access to the technology often have teachers lacking in technology skills, parents lacking in these skills, or are simply given basic drill and practice problems when they encounter technology, not requiring the higher level thinking of most modern careers involving technology.

The final digital divide listed is access to culture sensitive digital technology. Teachers must be aware of the diverse background that their students bring to class, and adjust TMI strategies accordingly in order to provide an equitable classroom.

=Walter=

Chapter 2 presents the idea that Information and communication technology (ICT) access is not equitable. I disagree with the statement that " ...it is central to teaching effectiveness of lessons that incorporate technology." this is basednon the concept that all students need the same lessons to be effective. Technology changes so quickly that our first priority should be equity is somewhat idealistic.

The digital divide of putting hardware in students hands is important to teach ICT. Since I started teaching in 1998 there have been relatively few times where access to technological hardware have been an issue. Teaching in the state of Maine where we have the efforts of MLTI working to put technology in students hands, a lot of the issues raised in this are interesting as an historical study of what may have been without such programs as Angus King's Laptop Initiative and federal funding to keep Maine schools current in light of new technology.

Equity must be integrated into a plan of technology instruction. Teachers must have a grasp on the technological know how in order to implement the TPCK plan. How to teach with technology is also part of the plan along with the idea of access to technology. Factors such as ethnicity, income and linguistic and cultural backgrounds must be considered when looking at the equitable use of technology pedagogy.

=Heather= This chapter was interesting to read due to the unique situation that Maine, and particularly my district, has with technology in middle school. Working in district where all middle school (6,7,8) and high school (9-12) are one-to-one with laptops is a special and helpful advantage to have. As I was reading the chapter based on bridging the equity gap, I realized that my district has done many of the things that are suggested. All students (grades 6-12) have laptops available to them and wireless is available at school in which students are encouraged to stay afterschool to complete assignments or they may take laptops home if a wireless connection is available. Laptops are used each day in every class because it is a requirement for teacher evaluations and goal setting to have technology incorporated. The challenge continues to be the lack of training in using this valuable technology. The first note that I made about this chapter include the clear opinion about homework and technology. My research for my graduate work is around homework (i.e. Is it effective?). I'm shocked that this book is clearly making the statement that students should be assigned homework. Over the years, I have found regardless of use of technology in homework that students with low socioeconomic status typically do not complete homework due to the lack of support or education valued environment at home. So I;m wondering, is it worth trying to assign “multimedia activities that not only entertain, but provide academic and general knowledge” (35). The second important note was in reference to the equity in achievement-enhancing technology. I'm in particular referencing the idea that skill and drill is not effective. Are the authors referring to specific technology lessons (keyboarding, etc.) or content specific lessons using technology? I'm questioning this because in a typical standards based environment, students move through standards at their own pace and so some learning activities will look different based on the level a student is at. The idea that all students assignments should look similar doesn't make any sense. In terms of Bloom's Taxonomy, some students may be at a lower level needing that skill and drill, while others are analyzing and creating with the skills they have already mastered. My last note about this chapter is in regards to “defensive teaching.” I think there is a fine line between structured and restrictive. In middle school and with this generation of middle schoolers in particular, technology can be a hinderance to their learning because of the “loop holes” they work hard to discover and often valuable learning time doing. These loop holes can include breaking through the fire wall, downloading games, or using email as chat. I'm interested in learning how to walk this line without crossing it. =

=Tanya=

The issue of equity is one that appears when talking about anything in the classroom and the use or access to technology is no different. There is a wide array of student abilities when it comes to comfort with technology, but also, it is important to note that this same range is apparent in teaching staff as well. This chapter focused on the three digital divides that are in every classroom. The first digital divide discussed how access to technology varies in the classroom. The second digital divide revolves around making sure that all students have access to technology instruction that enhances learning. Lastly, the third digital divide focuses on making sure that students have access to culturally compatible material. All three of these divides are important on their own, but when thinking about technology instruction in the classroom, it is crucial that you think about the three digital divides as one. When first reading about these three main digital divides, none of them came as a surprise to me. All of these things are evident in my classroom but until now, I did not realize the responsibility that I had to make sure that I did not have a classroom that was affected by the first digital divide. As a young teacher, I have always assumed that the disconnect between access to technology at home was going to be in my classroom. I did not realize that there were resources out there that I could tap into to help my students gain access to technology at home. Teaching in rural Maine, in an area with low-income families, this will have to be a focus of mine in the years to come.

=Jessica=

Teaching in a district where over 50% of our students have free or reduced lunch, I am knowledgeable about the inequities that exist between the haves and the have not’s. Not all students have access to technology or Internet access. It becomes clear in a classroom setting which students have access to technology and the Internet and which ones don’t. At our high school we have laptop carts that teachers can sign out and a library and a computer lab where students have access to technology before, during and after school. I wish we could be one-to-one and that is one of the goals of our district, until then this divide will continue to exist. Here in Maine our middle school students do have an advantage over other students in the country in that they all have access to a laptop. This helps to bridge the divide a little so at least I know that my students coming to high school have been exposed to most programs. There were a few quotes in this chapter that I liked that had to do with “good teaching”. The first has to do with teaching pedagogy, “Good teaching engages students with major concepts and ideas; it has them applying ideals; it encourages them to question common sense; it engages students with important issues in their lives and encourages them to reflect upon these issues” (p47). The second is in the summary at the end of the chapter and has to do with teaching using technology, “ teachers need to make a life-long commitment to improving knowledge about technology context and how to respond to it” (p 56). Teaching with technology can be a constant problem to be solved and we must be willing to engage and take on these challenges.

=Jason=

The second chapter presents findings to explain the nature of equity when it comes to technology in education, and proposes some guidelines for a teacher trying to manage the “wicked problem.”

This particular issue of equity is multidimensional. First, there is the need for students to have physical access to the equipment and services (especially broadband internet). Physical access varies based on socio-economic status, cultural background, and the generational cohort of the parents. Secondly, there are equity issues encircling the compatibly between an assignment’s exceptions and student background (especially cultural). Saying to a group, “Hey, everyone hop online and do some research,” makes several assumptions about what kids already feel comfortable doing and how they approach the problem. There is a digital divide that impacts students and it is incumbent on the teacher to come up with pedagogical ways to attempt to provide the bridge.

Some ideas in this chapter are insufficiently explained. For example, what exactly is the standard for ICT literacy, and on what grounds are those standards developed? Furthermore, while the chapter rightly asserts that the most critical controllable variable in education is effective teaching, their standard for effective teaching exceeds what is easily measured or even possible. In other words, the same old policy dilemma remains. The most important thing in education is that we have wonderful dynamic teachers, but we are not so clear on what wonderful teaching looks like in application, because everything depends on the context. If we were to only retain those teachers who consistently appeared to be in the sweet spot of the venn diagrams in this chapter, then who would be left?

All that said, there are worthwhile guidelines in the chapter. The brief critique of struggling students having less engaging work points out the dilemma of giving the least interesting work to the least intrinsically interested students. Tech integration also needs to get away from “performativity” exercises and hyper controlling lessons that walk kids through a process rather than let them explore emerging technology in their own way.

=Maryam= Learning as a synergetic process in which you never know what the outcome will be? Even as you have an essential guiding question and have posed problems depending on the students, the day, the teacher, the different perspectives under discussion will yield completely different results, simultaneously as it leads to answering the essential question. And the type of expressions and interpretations will also yield different results. Synergy provides possibility, by juxtaposing narratives students can see things they couldn’t with just one perspective, they begin to see the liminal spaces that exist between dichotomies like dominant and weak, superior and inferior. As teachers this process allows us to differentiate between healthy and pathological stereotypes, so we can work not only towards undoing our own racism but also our students so they know why African American parents buttress their students so they are resilient to racism. I like Prigogine and Stengers term bifurcation. They are a set of physicists who are questioning the certainties of physics. Prigogine and Stengers conclusion: ‘the ways of nature cannot be foreseen with certainty. The elements of accident therein cannot be eliminated. Bifurcating nature is that in which small differences insignificant fluctuations can, provided they occur in opportune circumstances, spread out through the whole system and bring into being a new mode of functioning’ Instead of linearity and equilibrium systems, bifurcation replaces linearity, bifurcation defined as the appearance of a new solution of the equation for some critical value. Bifurcations imply elements, which are deterministic only between bifurcation points. As the bifurcation points are approached, fluctuations play an essential role and there are constant innovations and mutations.

=**Eleni**= <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">While reading chapter two of The Handbook of TPCK for Educators on page 35 the following statement I found to be important in the effect that the internet is having on students, “Broadband access to internet at home has been associated with higher internet engagement, more frequent internet use and decreased television watching.” In my opinion this is important to note because if students are online for a greater amount of time without the appropriate critical thinking tools and understanding of how to use the internet, they could be missing out on an opportunity to self educate. Student’s who spend more and more time on the internet without critical thinking skills could be misinformed, making learning in the classroom difficult because of inaccurate information. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As an adult student, I have made the decision not to have internet access at my house. For two reasons, I have chosen to live on minimal solar electricity and for peace at home since my self-disciple of surfing the internet is minimal. However, students are usually not making these choices for themselves, in chapter two the book emphasis this and the issues that there is inequality among students who do not have fast access. <span style="font-family: 'Times New Roman',serif; font-size: 12pt;">As an educator, knowing how navigate is important as well as understanding what the barriers may be for students when assigning lessons.

=Don= The digital divide has been talked about ever since computers became affordable enough to make them something not just for the ultra rich. As with most technology there are those who simply cannot afford to have the means to the technology, and those who may live in an area where the technology is not even possible to tap into. There are three types of digital divide. There is the divide experienced by those who do not have the money to own a computer or a smart phone, or the ability to have the internet because they live in an area that does not offer it. There is the divide that is experienced when instructors or parents don’t have the skills or training to use technology in a way that enhances learning. Lastly there is the divide that surrounds the cultural diversity experienced in some schools, things like language, and belief systems and how that affects the teaching and learning of students with technology. I have experienced both worlds in my educational career. I am now at a school where technology is not one to one. We have carts with computers, and some software supports, but for most teachers the use of a smart board or a projector is what they consider using technology. Many of the =families I have are low income, so I see first hand how that effects the ability of getting technology into each students hands. In my last school we were a one to one school from 6th grade right through 12th grade. We have almost all smart classrooms, and the ability to provide the technology, training, and technical support to our students and their families. That school was a non-qualifying school so the socio economic status was quite different. With the laptop initiative we started here in Maine under Governor King all Students in 7th and 8th grade had the ability to use laptops in a one on one setting. The tragedy in that was we then took them away as soon as they entered high school when they needed them most and became dependent and used to having them. In essence we built a bridge over the digital divide let them get used to using it, and then burned it down when they needed it most.