Phase+1

__Michelle__ (TK) I would define myself as a “digital native.” While I currently may not know everything there is to know about technology, I feel confident in learning new skills. I enjoy becoming familiar with the current technology trends through trainings and exploration. During my undergraduate experience and the first three years of teaching, I utilized forms of technology such as Microsoft Office, Blogger.com, SmartBoar​d, and digital cameras in order to create documents, a classroom blog, a WebQuest, interactive lesson plans, and an open house presentation. I often find myself using search on the engines on the Internet to find supplemental activities to enhance the curriculum. I feel highly motivated in integrating technology into the classroom based on previous successes and student reflection surveys. I strive to stimulate student learning and vary stimuli in order to maintain motivation and interests throughout all subject areas. Since I had more experience with learning and reflecting upon the content of the sixth grade curriculum, I aim to develop more meaningful and learning experiences.
 * PHASE 1: Reflect on Technological Pedagogical Content Knowledge**

(PK) My pedagogical knowledge began to evolve during my undergraduate experience at Illinois State University. With the consistent changes in the educational system and society, I strive to expand my pedagogical knowledge and challenge myself through professional growth. After graduating from Illinois State University and throughout my teaching experiences, I have participated in professional development seminars, workshops, institute meetings, and other various opportunities in order to keep up with methodological and theoretical issues, technological advances, and changes to the curriculums. This does not only occur through collaboration at school, but also within the masters program. I believe the collaborative approach throughout the program has provided the opportunity additional support in exploring and utilizing the best methods to make our students successful learners and contribute each of our school’s successes.

(CK) I have had the wonderful opportunity to teach two grade levels including fourth grade for two years and sixth grade last year. The changes in the curriculum have definitely influenced my content knowledge. I often find myself learning the new curriculum the first year and incorporating more creativity into lesson plans as I become more familiar with the material. Regardless of the grade level being taught, I enjoy the challenge and immerse myself into the newly exposed content. Although I enjoy teaching content among all subject areas, my content strengths lie in the subject areas of language arts, science, and especially social studies. My love and passion for learning in the content areas enhances my teaching. I strive to instill the same love for learning among my students.

I feel as though I have good balance within the TPACK model. I fall near the center of the model because I am knowledgeable and confident in the three domains. However, I could always improve in the areas of content knowledge and pedagogical knowledge. While I feel relatively skilled in technological knowledge, I believe I will grow in the area of content and pedagogical knowledge throughout my future teaching experiences. As an educator, I must continue to review and learn content knowledge and best practices. I look forward to exploring and growing in each of those areas, especially as I complete this master's program.

__Donna__ (TK) I would say that I am a digital immigrant. Technology in my youth consisted of televisions, radios, cassettes, and VHS. At the beginning of my college education, my research and coursework was done in the library, using encyclopedias, periodicals, and typewriters. In the later years of my education however, I had the opportunity to use computers to research, write, and design projects and presentations. Since that time I can’t imagine my life without technology. At home I have a desktop and laptop computer that I use for research, lesson planning, communication, etc., an i-pod, cell phone used for texting, taking/sending pictures, and making/receiving phone calls, DVD, DVR, flat- screen televisions, a wii system, a printer and copy machine, and digital cameras. In my classroom I use technology to create lesson plans on PowerPoint and Microsoft Office, show educational DVD movies on a flat-screen television, and I record data on spreadsheets. I communicate with parents through a newsletter on the district webpage as well as on the classroom telephone. I use the school Elmo projector when it’s available. I take my students to the computer lab one extra time a week so that they can play education games that correlate with our reading, math, or science content. I am not afraid to challenge myself when it comes to technology. I enjoy using the internet and other forms of technology, like WebQuest, databases, and Microsoft to supplement my lessons so that I may enrich student learning. Recently, I have enjoyed learning how to blog, use social bookmarking, and work on Blackboards and discussion boards. My knowledge of technology, I feel, continues evolve with time.

(PK) I feel my knowledge of pedagogy is expanding as well. Continuing my education and learning current, best practices benefits me as well as my students. I make an effort to understand and appreciate learning style differences in my students. I recognize that children progress at various levels of development and that their learning abilities differ at each of those stages. I like to tap into my students’ multiple intelligences and tailor instruction to meet a variety of their needs. I utilize discovery learning in my classroom so that students have the opportunity to explore and make self-discoveries. Finally, I believe giving my students time to collaborate and make real-world connections makes their learning authentic. For these reasons I believe the learning theories that encompass constructivism appeal to me.

(CK) I consider my knowledge of content area to be strong. I have been teaching for twelve years. During those years I have collaborated with and learned from an assortment of educators. For myself, I like diversity and change, and although I favor teaching reading, I find that I enjoy instructing a variety of subject areas. I continually challenge myself to learn new content as well as learn new ways to present information to my students.

I see myself in the middle of the TPACK model because I am knowledgeable in all three areas: technology, pedagogy, and content. As an educator, however, I believe it is my job to continually reflect on my instruction and content knowledge, as well as to stay educated on current best strategies for the benefit of my students.

__Matt__ (TK) I am a digital immigrant. I have never had much interest personally in technology. I was never into cars or stereos and I have never owned a cell phone. I do use the internet and email daily. I also have an iPod and download podcasts weekly. As an elementary art teacher I only see my students for 45 minutes a week. I feel it is important to protect their time learning traditional art activities because these are the things students are no longer exposed to. I do use the internet to search for new lessons and reference materials for projects. It would be nice to have a reliable form of technology that could quickly let me show kids works of art and short video clips on artists and techniques.

(PK) I have been teaching for eight years now. My K-12 teaching certificate is from The University of Wisconsin Parkside. In my art education classes we focused on the early work of Howard Gardner including his 1973 book //The Arts and Human Development and his later book Art, Mind, & Brain: A Cognitive Approach to Creativity.// We also studied the work of Victor Lowenfeld in his book //Creative and Mental Growth// as well as Edmund Burke Feldman’s books //Becoming Human Through Art: Aesthetic Experience in the School and Varieties of Visual Experience//. Our last two books were //Emphasis Art// by Frank Wachowiak and //Philosophy in a New Key: A study in the Symbolism of Reason, Rite, and Art// by Susanne Langer. I bring up these seven books because I still have them and use them. They were from the two most demanding classes I have ever taken but they prepared me for what I do, and I am grateful for that. I continue to learn from collaboration with the other art teachers in our district, additional classes I have taken, and a number of workshops I have attended at the Chicago Art Institute.

(CK) I have always been interested in art from kindergarten through high school up to this present day. I received my BFA from The Milwaukee Institute of Art and Design. I interned in an advertising department and then spent eleven years as a self-employed freelance illustrator. I worked for publishers, magazines, advertising agencies and fortune 500 companies. As mentioned I then went back to school and got my teaching certificate and continue to take classes and workshops. My personal interests often involve art including visits to museums and galleries and reading books on art and artists. Sometimes I even find time to make art!

On the TPACK model I am strong in the PCK area. I am open to learning more about technology and using it in my classroom if it makes sense and is reliable.

__Team__ As a team, we feel as though we fall near the center of the TPACK Venn Diagram. Each individual provides strengths in one or more of the knowledge domains. As a result, our knowledge compliments one another. We still feel as though we could improve among each area and hope to do so throughout this course!