TIP+Phase+1+Liz

**Phase 1: Reflect on Technological Pedagogical Content Knowledge**

**What is my knowledge of technology? (TK)**

A brief timeline: My TK begins with an awareness phase from my middle to high school years of the 1970s. I knew of PLATO at the Universtiy of Illinois, that local elementary teachers were battling the school board to continue to fund PLAN (they lost). In the early 80s my awareness of MS-DOS, LOTUS 1-2-3 and floppy disks through my college job. I did some work on a Tandy computer. By the later 80s I was moving into an understanding/application phase with my limited use of a MacIntosh II in my workplace's learning center. Over the next 20 years this evolved into a full scale lab with the terminology of PC's and Microsoft dominating my work place. Finally in the past couple of years I have forced myself or been forced to work with web based software ranging from drill and practice to instructional games as well as ILSs now being a part of our technology curriculum. This has moved me into an analysis phase with some evaluation. Through this class I am continuing in the evaluation level.

**What is my knowledge of pedagogy? (PK)**

There are two lines of learning theory, directed (traditional) and constructivist (nontraditional). Good instruction combines both. Direct instruction is an efficient way of teaching required skills, of teaching problem-solving and HOTS to at-risk students. It is appropriate for use when accountability and quality assurance are required. Technology products such as drills, tutorials, games and ILSs would be suitable for use in this method. Assessment methods are traditional written objective tests, essays, and checklist rubrics. Constructivist methods would be a good choice to promote cooperative skills and makes allowances for varying abilities. It fosters problems solving and increases knowledge transfer. It is effective in developing HOTS. Constructivist integration strategies include collaborative work in the following: multimedia projects, simulations or problems solving software and games. Assessments include nontraditional methods of portfolios, project assignments and others such as student journals.

**What is my knowledge of the content? (CK)**

In young children content areas include language and literacy with development occurring through reading, writing, speaking and listening; the arts (all areas); mathematics; science; physical activity (PE, health and safety); and social studies. These should be integrated across the curriculum. Young children learn best through play based learning. They should learn HOTS, academic and social competence as well as self-regulation.

**Where do I see myself in the TPACK model?**

At this point with my current knowledge I feel my CK and PK work in tandem equaling a PCK. Through this class I feel I am gaining in pulling the TK toward the center for an effective TPACK model.