As part of my doctoral work and my interest in educational technology I have decided to spend time thinking and reading about how new technologies (and even older technologies) are impacting writing instruction and writing achievement in schools. There is a lot of learn and think about in this field and topic, and so I am beginning with reading as much as i can on the subject.
I have just begun to read Handbook of Technological Pedgogical Content Knowledge (TPCK) for Educators. In reading this book I am incredibly excited to see so many great ideas connecting in a framework for understanding these issue.The TPCK Model suggests that teachers use different, overlapping sets of background knowledge to effectively plan for instruction. These areas interact in a complex and shifting manner that is context dependent. The framework is therefor NOT a blueprint for implementation, but rather a way to think about and examine practices.
"One of the most important things to understand about technologies is that particular technologies have specific affordances and constraints. Technologies are neither neutral nor unboased" (AACTE, p.5). Certainly I agree with this statement and just like any pedagogical choice the use of a particular technology needs to be considered in light of the context, student, resource, goal and more.
As a teacher and teacher educator what I am left wondering is how to help teachers build these knowledge bases in a manner which encourages the application of the knowledge, rather than a blueprint fashion. Teaching teachers to be creative seems to be the first step in instilling imagintation, inquiry and innovation in students.
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