Readings #2

The second reading for TPCK deals with pedagogical content knowledge or (PCK).  PCK represents the blending of of content and pedagogy into an understanding of how particular aspects of subject matter are organized and adapted (Mishra-Koehler, 2006. P. 1021-1022).  I fond it interesting that Shulman (1986) would argue that having knowledge of subject matter and general pedagogical strategies, are necessary, is not sufficient for capturing the knowledge of good teachers.  I feel it is interesting because in most schools the principal's are more worried about content knowledge rather than how good a teacher really is in his/her classroom.  PCK and Shulman can be found out here at  TPCK, if you want to check it out on your own the reading is really interesting and worth your while.

Mishra and Koehler emphasis on PCK is based on Shulman's acknowledgement that pedagogical content knowledge is of special interest because it identifies the distinctive bodies of knowledge for teaching (Mishra-Koehler, 2006. P.1022).  You can also view this at the reading document at TPCK.  Their work also represents the blending of content and pedagogy into an understanding of how topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and finally presented for instruction. (p. 8). Another resource available is at gnowledge.

From reading this I am understanding more and more each day why technology is important to learn and teach to your class.  Having new technology at our disposal is changing the nature of our classrooms as well as the potential to do so.  The ability to use interactive blackboards to draw on, interactive multimedia simulations to etchings on a clay tablet or web-based hypertexts.  Having these capabilities is very important for teachers since we are moving towards the 21st century technology within our CSO's.  Find out more about PCK at gnowledge.

Reading number two closely relates to standards number 1, 2, and 3 in the ISTE NETS T.  The reading relates to these standards because for standard number one as the teacher is facilitating and inspiring student learning and creativity, standard number two deals with the teacher designing digital age learning experiences and assessments, standard number three deals in modeling digital age work and learning.  Standard one also engages students in exploring real-world issues and solving authentic problems using digital tools to find out more examples go to ISTE NETS T.  Standard two also allows you to design or adapt relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity.  Standard three deals in teachers demonstrating fluency in technology systems and the transfer of current knowledge to new technologies and situations.  To find more examples of the three standards described above go to ISTE NETS T.

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