There
is a lot of controversy surrounding the use of technology in schools. Can
teachers make the most of the resources which are now available to them? Should
they? How should it be implemented?
The article "Too Cool for School? No Way!" attempts to break down these questions and educate the reader on what exactly is technology, how pedagogy and content play a role in the implementation of technology, as well as the redefinition of how technology is currently being used.
The TPACK Framework is one you may not be familiar with. You would however, be familiar with the notion of pedagogy and content informing each other to facilitate student's learning and development. In laymen's terms, having relevant and meaningful content only goes so far, teachers need to have a well developed and successful teaching style in order to truly educate effectively. Mishra and Koehler delve further into this notion and add that technological knowledge is just as important as pedagogical and content knowledge. Thus the creation of the TPACK Framework.
The article states that "Effective teaching represents a 'dynamic equilibrium' between content, pedagogy and technology". I agree with this notion, there needs to be a balance between the three ideas to create a happy medium. In my opinion, technology should not be used in isolation 'just for the sake of using it'. Instead, a goal must be in mind when creating a lesson plan which incorporates ICT. This must be carried out through effective pedagogy and supported with authentic content.
Critics might argue that teachers, particularly those who are not comfortable with technology, do not know how and do not have the time to incorporate technology. Mishra and Koehler suggest that "teachers need to develop a willingness to play with technologies and an openness to building new experiences for students so that fun, cool toys can be educational". Whilst this all sounds good in theory, Mishra and Koehler fail to provide a comprehensive explanation as to how teachers should actually do this. They suggest integrating two or more subjects to incorporate technology. However, even this idea seems vague and still leaves teachers out on their own to 'figure it out'.
The article "Too Cool for School? No Way!" attempts to break down these questions and educate the reader on what exactly is technology, how pedagogy and content play a role in the implementation of technology, as well as the redefinition of how technology is currently being used.
The TPACK Framework is one you may not be familiar with. You would however, be familiar with the notion of pedagogy and content informing each other to facilitate student's learning and development. In laymen's terms, having relevant and meaningful content only goes so far, teachers need to have a well developed and successful teaching style in order to truly educate effectively. Mishra and Koehler delve further into this notion and add that technological knowledge is just as important as pedagogical and content knowledge. Thus the creation of the TPACK Framework.
The article states that "Effective teaching represents a 'dynamic equilibrium' between content, pedagogy and technology". I agree with this notion, there needs to be a balance between the three ideas to create a happy medium. In my opinion, technology should not be used in isolation 'just for the sake of using it'. Instead, a goal must be in mind when creating a lesson plan which incorporates ICT. This must be carried out through effective pedagogy and supported with authentic content.
Critics might argue that teachers, particularly those who are not comfortable with technology, do not know how and do not have the time to incorporate technology. Mishra and Koehler suggest that "teachers need to develop a willingness to play with technologies and an openness to building new experiences for students so that fun, cool toys can be educational". Whilst this all sounds good in theory, Mishra and Koehler fail to provide a comprehensive explanation as to how teachers should actually do this. They suggest integrating two or more subjects to incorporate technology. However, even this idea seems vague and still leaves teachers out on their own to 'figure it out'.
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