A New Revised Framework For Teachers ' Competency With Technology That Expands Mishra And Koeler 's Tpack Framework

“Sure,” I said. Before I left for the patio, I asked him, “You’re not drinking the way mom drinks?”

In the articles “What Is The Future Of Technology In Education?” by Matt Britland and “New Class(room) War: Teacher vs Technology” by Samuel G. Freedman, two different viewpoints are expressed toward technology integration education. The authors show the implications of technology on the attitudes of teachers and students. Britland and Freedman agree that technology and theoretical framework are two inseparable facets but propose different solutions to the actions that should be taken to result in pedagogical expertise.

In “Technology in Today’s Classroom: Are You a Tech-Savvy Teacher?”, Stephanie Hicks successfully argues, using primarily logical evidence, that teachers should integrate technology into education. Hicks begins by stating, “In today’s classroom technology abounds and students are extremely tech savvy,” using this claim to justify the need for teachers to implement the use of technology (188). Her statement regarding students and their technological knowledge logically introduces the argument because of its easily observable nature. In addition, because students have a sense of familiarity and experience with computers, it follows that the use of such technology would suit their educational needs. Hicks begins her argument by countering the

In his book, Foundations of Educational Technology: Integrative Approaches and Interdisciplinary Perspectives, Michael Spector explains, “It is not sufficient for a teacher or trainer to understand the use of a technology. What is essential for effective learning and instruction is for a teacher or trainer to understand how to best integrate the use of a technology to achieve instructional goals pertaining to a subject area with a group of learners” (Spector, 2012). PAGE NUMBER

Before this semester I always knew there were many characteristics and deferent types of leaders. Typically when I thought of a leader, I would think of a team leader. A leader that involves the creation of a vivid picture of its goals, where it is heading and what it will stand for. The vision inspires and provides a strong sense of purpose and direction. In the easy sense when I thought of a leader I would think of a quarterback for a football team, commander in the army, and or a boss of a company. I also knew there was a visionary leader because that’s what type of leader I am.

Technology of the past 20 years has become a focal point of teaching and learning. As a teacher, it is my job to facilitate the learning for an individual by creating an environment that not only conducive for learning, but also places the child in a position to discover and learn them for themselves. Technology has given teachers to opportunity to take learning beyond the classroom, and has begun to reshape their role in the learning process.

According to So and Kim (2009), teacher training and a support system with integrating technology in the instructional practice should be structured in a holistic way so that they can see the connection. Through assessment based on a full deliberation of interrelationships between content, pedagogy, and technology, teachers can anticipate constructive sound effects of technology integrated task through student academic performances. Papert, Vygotsky, Dewey and Piaget’s social constructivism (SC) principles

Technological Pedagogical Content Knowledge (TPACK) is important in the field of instructional technology because it is paramount to ensure that teachers know how to use the technology that they are supposed to integrate into there classrooms. I also can say, that TPACK is extremely helpful in the corporate world as well. If I am expected to use the technology in the office and explain how to use it, I better be sure I know how the technology is being used. In the corporate setting, much like the classroom, if you don’t know how to use the technology you are integrating into office use, you will not only be frustrated but, those you are teaching

This week’s reading continues to provide context to what technology integration should be in the classroom.  Roblyer furnished definitions for three types of web-based lessons:  Interpersonal exchanges, Information collection and analysis and Problem-solving (Roblyer, 2016, p. 219).  While I may not use these phrases with teachers, I will be able to track the types of coaching experiences I bring to my teachers. Currently, my teachers are engaged in information collection.  With enthusiasm, teachers are checking out computer carts for their students to do research on a historical event, a prominent figure, or a principle in science.  However, reading

In general, most K–12 academic settings today utilizes technology for educational and non-academic use (Helms, 2014). Researchers agree that budgeting can share a significant impact on classroom technology integration because many schools do not have the funds to pay for teacher training and all of the cost associated with maintaining technology resources (Blackwell, 2014; Chou et al., 2012; Helms, 2014). The lack of adequate technology training, support and funding can also influence teachers’ attitudes (Kirkwood et al, 2014). A gap appears to exit in empowering teachers with technology skills to implement an interactive learning experience for all learning styles (Helms, 2014).

Incorporating technology in the classroom is a leading trend among educators in the 21st century. Teacher use classroom websites, technology tools, and online web assessments to keep parents and students informed, improve instruction, and individualize learning. Using technology to support communication helps keep both students and parents informed on what is happening in the classroom and the students’ academic progress. Integrating technology in the classroom helps increase student engagement and participation. Students use technology tools to help reinforce instruction and teachers may use it as a form of remediation. Technology can also help with differentiating instruction with the use of online assessments. Incorporating technology in the classroom can increase students’ success in the classroom and beyond.

As far as teachers’ roles in the classroom with technology, they are transformed into “guides to the side” using technology for the actual instruction and assessment while they serve as designers and organizers of instructional material, facilitators of the actual learning, and knowledgeable, supportive mentors. Some may doubt the benefits of learning from and with technology, but studies have shown using technology has improved outcomes in cognitive knowledge

In Lavin, Korte, Davies). The result of the study further pushes the notion of how important it is for school staff to understand the given technology so they can distribute the information effectively to their students. All the technology in the world will be ineffective if the teachers themselves are not passionate of their work. “Technology has the potential to transform the learning environment from passive to active and more subject to the control of the learner.” (qtd. In Lavin, Korte, Davies).

With the integration of technology, students get direct, individualized instruction from the computer. This form of supplemental teaching allows them to engage with the information at times that are most convenient for them and helps them become more self-directed in the learning process. It also gives the teacher more time to accomplish classroom objectives, while freeing them up to help the students who might be struggling with certain lessons.

In her essay Chinua Achebe: The Invention and Mastery of Modern African Literature Emeka Aniagolu labels Chinua Achebe as “the single most important literary figure in modern African literature” (1). Aniagolu goes on to praise Achebe as “perhaps the most well-known, most widely read, most translated, and most widely respected modern African writer, novelist and polemical essayist”, especially considering he as been crowned as the inventor of modern African literature (1). The praise he has received and will continue to receive from critics is certainly not misdirected, as Achebe has indeed found a way to give voice to previously poorly documented individuals. By expertly crafting narrations to sound as though the narrator is speaking in