Self-Evaluation of Framework
Image source: CBT4Panic
Technology at Goedert Center
I began this blogpost feeling extremely overwhelmed and confused, seeing as to how I could see multiple frameworks as the potential at Goedert Center. It is also difficult to place into context how technology is utilized for two-year old children outside of educational applications and traditional screen time. Since I am the assistant teacher in my classroom, I am not too involved in our planning process on Teaching Strategies. Teaching Strategies houses our weekly lesson plans, as well as assessment tools and documentation for observations.
Image Source: (screenshot by author) via Teaching Strategies
The main component of technology I utilize day-to-day is Brightwheel - a childcare app/platform that allows teachers/staff to communicate with parents and guardians, send updates of their child/ren throughout the day, and checking in/out. As staff members, we download the app on our phone and input data, pictures and videos for families to see. Prior to the use of Brightwheel, data/updates on meals, toilet times, and check-ins/outs were recorded on paper.
Outside of the Brightwheel platform, we also have a Firestick and Apple TV connected to our classroom television. The extensions allow us to screen mirror from an iPad/iPhone and connect to apps such as EPIC! books, YouTube, Netflix, and PBS Kids.
Image Source: (screenshot by author) via Brightwheel
Collage created by author via Pic Collage
What is TPACK?
After familiarizing myself with the frameworks, Technological Pedagogical and Content Knowledge (TPACK) fits the framework at Goedert Center, more specifically to the classroom in which I am assigned. Technological Pedagogical and Content Knowledge, also known as TPACK, is a framework that finds the middle ground between the following compo: Technological Pedagogical Knowledge, Technological Content Knowledge, and Pedagogical Content Knowledge. Technological Pedagogical Knowledge (TPK) is the overlapping of the technology tool used and how it is used to teach. Technological Content (TCK) is choosing what technology tool to utilize to efficiently deliver the content. Pedagogical Content Knowledge is how the content is taught in the classroom.
Applying TPACK in the Classroom
In order for us to teach (pedagogy) a specific theme (content), we typically introduce the topic through a whole group read aloud of a story, providing a knowledge base for the children. If we are utilizing an e-book (typically through EPIC! books), the book is screen-mirrored from an iPad to the classroom television (technological pedagogical component). This year's class responds particularly well to music and movement, so we expand our pedagogical content knowledge through songs with actions. Songs and repetition are a key tool in early childhood when it comes to helping children recall and learn. With young children being capable of staying stationary for a few minutes, getting their bodies moving assist in both classroom management and strengthening content knowledge instead of staring at a screen for long periods of time. This year, I have taken more of the reigns when it comes to music and movement. For music/movement on this week's unit (Apples Grow from Seeds), Way Up High in an Apple Tree helps solidify the knowledge that apples grow in trees, as well as counting/numbers and movements corresponding to the song.
My lead teacher and I take it from a day-to-day basis, occasionally opting out from circle time when we would typically focus on the theme of the week, when we notice that the children have lots of energy in their tank. After all, adjusting to the needs of your students is a major component to teaching.
Evaluation
Out of the 3 TPACK components (Technological Pedagogical Knowledge, Technological Content Knowledge, and Pedagogical Content Knowledge), technological content knowledge is the weakest component. As mentioned in the beginning, it is difficult to utilize the technology at an individual/smaller group level with two-year old children. Although there are educational technology tools such as ABC Mouse, ABCYa, and Starfall, it is difficult to pair technology tools that compliment our weekly themes. As familiar as children may be with technology at a young age, at Goedert, we try to minimize screen time, educational or passive, and focus more on building and strengthening language and physical development, and social-emotional skills. Until the focus in early childhood is shifted from a child's social, emotional, cognitive, and physical development to learning how to use a computer or tablet, technological content knowledge will continue to be an area that needs more support/tools in order to be strengthened in the classroom.
Image Source: Tenor
*Note: Names and images of child/ren are covered to respect the child/ren and families' privacy. Thank you for understanding.
Hi Beatrix! Great post and I loved all the photos you added. I agree that integrating technology at the early childhood level can be difficult. I also think that while technology can offer lots of great solutions, it's important to remember to keep screen time in mind and allow our students to take a break from the screens.
ReplyDeleteIn term of TPACK, I really like the three levels and how each one highlights the technology integration in a new way. For example the Technological Pedagogical Knowledge (TPK) highlights how the technology tool is used to teach, Technological Content (TCK) touches on efficiency when using the technology and Pedagogical Content Knowledge discusses how the content is taught. I like how you and your lead teacher try and incorporate all three aspect through a variety of means such as music, movement, and read alouds.
Trix,
ReplyDeleteThis was such a great post to read from a selfish perspective because I have a 1 and 4 year old! Reading about the way that you structure lessons, build in movement time, consider age appropriate expectations, and also think about active and passive screen time was amazing. I had not thought about the passive screen time, but you are right that this could be an issue for young kids who should not have that stimulation in the background or on the side. All of that figures in to the way that you do engage your students in reading through the use of a screen or other device.
The thematic units that you use really provide the opportunity for TPACK to be incorporated effectively. While the technology may be less of a focus at this age, it is still present and can be incorporated through the lessons that you structure around a common theme. Thanks for sharing!
Hi Trixie! I always enjoy learning and understanding different age groups of students. Since I teach twelve and thirteen-year-olds, I know that they are very different from two-year-olds. I can see how incorporating technology at such a young age can be challenging. I can also understand why The Goedert Center would want to limit screen time at this age. I am sure you will eventually be able to find a good balance. It sounds like you are doing a great job using technology to effectively communicate with your students' families. Brightwheel sounds like a great app to keep your parents informed on what is going on in your classroom.
ReplyDeleteI loved this post, Trixie! You did an excellent job of explaining your context and rationale and still evaluated your learning space against TPACK. Keep doing what you are doing with your little learners!
ReplyDeleteBeatrix,
ReplyDeleteI did an amazing work with explaining the concept! I Loved the examples from your classroom. I also agree that with little one sometimes it is challenging to use all the techs offered. But looks like you are finding a great balance in that!
Hi Beatrix! I also teach preschool so I found your post very relatable. I have never heard of Brightwheel before. I am very interested in that app and I will have to look into it. I completely agree with you when you mentioned how using technology with these little ones can be challenging because I also try to minimize screen time in the classroom.
ReplyDelete