“What Happens When Teachers Design Educational Technology?”- Reflection and Reading Response

May 2011 

Teaching with technology is a simple component. The logistics of implementing technological elements into a course are semi-conceivable due to my prior knowledge/experience. Thus I am able to effectively integrate multiple electronic components for technology inclusion. The two electronic components that I utilize are Blackboard and PBworks. Both electronic platforms allow students to compose written documents via Microsoft Word and upload the final results via a specified method. Additionally, both platforms allow electronic class discussions (blogs and threads). This format allows students to be aware of technologies benefits. It also allows students to be able to become proficient users in the digital atmosphere.

July 2011 

Teaching with technology is complex. The logistics of implementing technological elements into a course are intricate. Thus my technological integration method is a “work in progress.” The two electronic components that I utilize (Blackboard and PBworks) are basic entities that do not represent technology at its fullest. Students are technologically limited when these platforms are restricted to uploading files and posting course-related responses (via blogs or threads).

AL881 & The TPCK Theory

AL881 has changed my perception of technology. The assignments, activities, demonstrations, and readings have provided me with a literate technological foundation. They have all allowed me to gain an auspicious student and instructor perspective.  As an instructor, I now realize how important TPCK is. In the article, “What Happens When Teachers Design Educational Technology?” Koehler and Mishra introduce an intriguing framework that references Technology (T), Pedagogy (P), Content (C), and Knowledge (K). The framework, designed for teaching awareness, provides a logical outlook of the “interplay” of pedagogy, content, and technology. The authors believe that teachers need to recognize the convoluted aspect of “users, technologies, practices, and tools.” This implication is reaffirmed by the results presented in their “learning by design” study. Participant attitudinal changes over the weeks were the significant indicator. The attitudinal changes that signified learning, guided Koehler and Mishra to their culminated theory, “…that participants find learning by design approaches as being challenging, and fun.”

My future educational practices will never be the same. I will always remember the guiding light of AL881 and the TPCK theory. The enriching ideologies will be effectively transposed to my students since “it is the way in which teachers use technology that has the potential to change education” (qtd. In Koehler and Mishra).