A couple nuggets have come my way in the past day regarding TPCK and the need for schools to focus on improving the professional development that teachers recieve when thinking and working with incorporating new technologies into their classrooms.
Britannica Debate: Will Web 2.0 be an Integral Part of Education?
“Inherent in that statement and in Willingham’s post is the idea that we have to think differently about how we do professional development. The drive by trainings for every teacher are not the answer. We should be investing in those who do show an appetite for learning, for risk-taking, for reflective practice.”
(Via Weblogg-ed.)
and this video presentation from the K12 Online Conference that was posted two days ago…
“Presentation Title: Facilitating Technology Integration: A Synthesis of the Research
Description: There is a very small but growing body of empirical research on facilitating technology integration in schools.”
(Via K12 Online Conference)
I was surprised, and pleased, to hear him say that TPCK is the “heart of effective professional development for technology integration” and the heart of his presentation and research on “how to best foster TPCK expertise.”
I plan on looking at his sources and the work that he has done in West Virginia. In looking at that work I hope to gain a better idea of the current practices and apply that to my daily position.
1 comment so far ↓
Dear Mike,
Too much about the tool and not enough about the “content” in the classroom. Seems like best practice involves collaborative work that permits teachers to meet at a point of need to determine what they want to know…this strikes me more as a condition to set for the PD…but it doesn’t necessarily tell a facilitator what to do. Where is the place to share best practice? The best forum? Do you trust virtual sharing? How important is it to be face to face to “share mutual interests goals and challenges?”
I enjoyed listening to the various people converse.
Tom