TPCK+in+Language+Arts

= TPCK in Language Arts/English  = =media type="custom" key="7594283" align="right"= = Literacy and TPCK =

As cited by Schmidt and Gurbo (2008), “Literacy is a ‘moving target’ that will continually change according to what society expects from a literate person” (Kinzer & Leander, 2003, p. 547). Since the definition of literacy is ever changing, teachers must therefore make adjustments in their instructional practices. They must maintain a strong knowledge base as regards to particular content, pedagogical and technological knowledge as linked to literacy education. Furthermore, given that literacy must respond to the development of emerging technologies it also plays a key role in the way we read, generate, and decode texts. Hence, students who retrieve information from the Internet use a variety of means to interpret and read as they pursue hyperlinks about a certain subject.

On Forbes.com, Maureen Farrell (2006), provides a review of the book, //How the Internet Saved Literacy//. Its author, Margaret Mackey, a professor at the University of Alberta's Library and Information Studies Department claims that, "You aren't just a consumer of text anymore," because reading today requires an almost immediate reaction, whether by means of a remark on a blog or writing a review. Moreover, Matt Kirschenbaum, an assistant professor of English at the University of Maryland, maintains that the Internet has reduced the feedback loop on writing and has encouraged readers to become more active participants. He concludes that as a result of this phenomenon, "Reading is more intimately associated with writing.".

**Source**: []

According Beall and Topp (1999), the Internet has rapidly developed into the leading form of textual communication in the world. They assert that it “…possesses an ideology and social influence that changes the way in which text is perceived”. They further cite Dudfield (1999) who argues that reading and writing have become interactive actions, not clear-cut “absorption or recital”. He claims that diverse characteristics and kinds of literacy activities have been cultivated on the Internet:


 * 1) //Reflective Writing//: The electronic medium allows opportunities for reflection and refining thought before making words public.
 * 2) //Community Participation//: Participants achieve a sense of belonging and use language to "exist," to have a voice.
 * 3) //Interdiscursivity//: Texts can be preprogrammed, prewritten, or produced synchronously; innovative discourse types.
 * 4) //Identity Construction//: Potential for multiple "selfs" and to exist in ways not possible in the "real world."
 * 5) //Reader-Writer State of Flux//: Participants are in an ongoing process of reading what others have written or are writing, and writing their own contributions.
 * 6) //Reader Subjectivity//: Users are in positions of expertise and control and are coauthors of the texts in which they participate.
 * 7) //Command-driven Texts//: Commands are used for moving within the environment and for manipulating and programming objects. (adapted from Dudfield, 1999)


 * Source**: []

Schmidt and Gurbo (2008) further suggest that since literacy is forever evolving it is due in part to the dynamics of cultural and social context as defined by a specific point and time in history, which may be defined as sounding out words, reading and writing, identifying and articulating signs, systems, and verbal and non-verbal interactions (p. 62). In connecting technology to this discussion requires teachers to examine and “develop students’ critical media skills as a new form of literacy which includes informational literacy, computer literacy and film and video literacy” (p. 62-63). Hence, expanding the literacy pedagogy to include information communication technology (ICT) is necessary.

The authors also refer to the [|International Reading Association] (2002) that claims, “The internet and other forms of information and communication technology (ICT) such as word processors, Web editors, presentation software, and email are regularly redefining the nature of literacy. To become fully literate in today’s world, students must become proficient in the new literacy’s of ICT. Therefore, literacy educators must effectively integrate these technologies into the literacy curriculum in order to prepare students for the literacy future they deserve” (Schmidt & Gurbo, p.63).

Therefore, how do educators of today integrate technology when teaching literacy? Consider the following areas in which teachers must be adequately educated in order to become effective in their use of TPCK:


 * 1) Teachers must have strong content knowledge in the subject of literacy.
 * 2) They must be familiar with a variety of research-based methods and strategies used with teaching literacy.
 * 3) They must have knowledge of a full range of software and digital technology that will provide “technology-rich literacy experiences for elementary school students” (Schmidt & Gurbo, p. 67).

How and when is it important to use technology when teaching literacy?
The answer to this question demands an understanding of TPCK in relation to literacy education. Some things a teacher may consider include:


 * 1) “...the value technology will have on instructional practices, classroom context and student learning" (Schmidt & Gurbo, p. 71).
 * 2) The availability of software that coincides with a teacher’s current pedagogical beliefs.
 * 3) The technical knowledge and training a teacher possesses in order to effectively use technology in teaching.
 * 4) The accessibility of ICT to students within the classroom.


 * Source**: Schmidt, D.A., & Gurbo, M. (2008). TPCK in K-6 literacy education: It's not that elementary!. In American Association of Colleges for Teachers (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 61-83). New York, NY: Routledge.

Development of English TPCK
Hughes and Scharber (2008) discuss two specific strategies to educate preservice, novice, and veteran teachers:
 * 1) Helping preservice and novice teachers become more meta-cognitively aware of their knowledge base.
 * 2) Creating cognitive conflict within practicing teachers by immersing them in new and critical literacy literature as well as having them become familiar with developing technologies and new literacies.

The strategies can further contribute to more widespread development of TPCK among English teachers. Finally, these approaches can also facilitate development and application of their technological knowledge so they can make effective decisions regarding technology integration into their English language arts classrooms.


 * Source**: Scharber, C., & Hughes, J. (2008). Leveraging the development of English TPCK within the deictic nature of literacy. In American Association of Colleges for Teachers (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 87-106). New York, NY: Routledge.

Preservice Teacher Preparation and English-TPCK (E-TPCK)
In //The Journal of Literacy and Technology//, Andrea Kent (2007) writes, “Colleges of education across the United States are experiencing a growing problem regarding teacher education graduates—teachers are under prepared to meet the needs of today’s students” (p. 43). Too many classes are focused on elements that are unrelated to what preservice teachers will face when they are instructing. Just as material is tailored to meet the diverse students in the classroom, classes should accommodate preservice teachers depending on their field of expertise. More hands-on learning should be emphasized. More practicums should be offered with more hours required. Students benefit significantly from practicums, especially if they are placed in the appropriate setting. The author cites Haberman (2005﻿) as claiming that, “Teacher education programs are accused of graduating candidates that fall into the category of failing teachers or teachers who flee the profession when their career is only beginning" (p. 42). Due to students being under prepared and graduating their programs without really being successful at what was being taught, some are encountering difficulties when entering the teaching profession. If preservice teachers were exposed to the realities of teaching beforehand, then they still would have the opportunity to alter their choice of career or field.

Kent (2007) further refers to other researchers, such as Hare and Heap (2001) and, Darling-Hammond and Sykes (2003) who postulate that, “Research suggests that over 50% of new teachers in low-income schools will leave the profession in their first five years of teaching.” These teachers are obviously not ready and did not anticipate the dynamics of those classrooms, thus leaving the profession that they have supposedly prepared for. Years wasted and teaching is nothing like what they had expected. A simple, well thought-out mentoring program from the beginning might clear up many of these issues. It would assist students and guide them in the right direction in order to continue with their teaching career or go into another field. The author continues, “Though there may be many causes for this problem, teacher preparation programs must help curtail this exodus before instructional damage to children becomes institutionalized. Teacher education programs have increased clinical experiences, offered guarantees and warranties that their new teachers are prepared to meet the needs of diverse students when they graduate, and established more rigorous admissions process to the teacher education program. In addition to these initiatives, one university in the Southeast United States is using new and emerging interactive video technology as a tool to face this challenge" (p.42).

Andrea Kent (2007) further elaborates that Schwartz (1996) asserts, “It is impossible for teacher education programs to address every situation a teacher may encounter, especially when many of the field experiences one in preservice preparation programs are in schools unlike those that new teachers will find employment" (p. 43). The nation should be on the same page when it comes to education. A nationwide initiative should be in effect to ensure that effective teachers are in place and well equipped in the area of technology. It might be impossible to address every situation but surely, many situations can be addressed. Education is continuous and there are several classes that are necessary to approach some of the problems. Everyone should be on board to ensure that programs are effective in preparing preservice teachers with the appropriate strategies, especially in the area of technology. Kent also maintains that Backes and Backes (1999) found that the the focus of student teaching and other field experiences should be on placing candidates in exemplary classrooms with exemplary teachers. It seems that all candidates are placed in classrooms, regardless if they or their cooperating teachers are exemplary. Processes seem to exist without evaluation and continue without looking for areas of improvement. Many students are able to choose where they want to be placed and with whom. Teachers who volunteer to take student teachers may or may not be effective teachers and could be training ineffective teachers.


 * Source**: Kent, A.M. (2007). Powerful Preparation of Preservice Teachers using Interactive Video Conferencing. Journal of Literacy and Technology, 8(2). Retrieved from [|http://www.literacyandtechnology.org/volume8/no2/jltv8kent.pd] [|f]

Preparing Preservice English teachers to use TPCK
Preparing teachers to use technology in their teaching is not an easy task. Teachers’ knowledge on how to use technology varies greatly and that issue poses a challenge to how much technology they can integrate in their teachings. The authors Joan E. Hughes and Cassandra M. Scharber (2008) discuss the preservice and the in-service English teachers and what could be done to prepare them for the task. This chapter shows how teachers use their varying levels of TPCK to make curricular decisions regarding technology in the classroom.

The authors illustrate the complexity of English Technology Pedagogical Content Knowledge E-TPCK. The fact that technology is ever-changing, new ones are emerging, the levels of teachers' technology knowledge as well as that of the students' and the variation of available technology in schools, all play a role in the development and implementation of the E-TPCK. Hughes and Scharber state that the goal is to “...help teacher educators recognize TCPK’s complexity, be able to identify the depth of TPCK within English teachers with whom they work/teach, and create learning experiences that will further develop these teachers’ TPCK so that it positively impacts English learners in schools” (p. 90). Colleges have great responsibilities to preservice teachers “...who are just learning to become a teacher...focus (is) on an innovative preservice English education program that...creates learning opportunities that work towards developing E-TPCK within enrolled preservice teachers so that they are poised to make thoughtful technology integration decisions as novice teachers” (p. 90).

Melonie Shoffner (2007) references Young and Bush (2004, p. 246) in her article, Preservice English Teachers and Technology: A consideration of weblogs for the English classroom. She asserts that they had concluded, "Teaching with technology is a complex issue, at best, bound by issues of access, funding, support and time for both students and teachers. When English teachers effectively integrate technology into their classrooms, however, they have the opportunity to positively engage students in the learning process." Furthermore, she suggests that teachers should evaluate the exact technologies to see how it is going to work in the English classrooms. "Preservice English teachers need exposure to the uses, implications, and challenges of weblogs while in the methods class in order to consider the technology’s potential for teaching and learning. Through development of weblog-based assignments, discussion of the issues surrounding weblog use and analysis of current practitioner and edu-blogger weblogs, preservice English teachers have the opportunity to explore and evaluate weblogs as instructional tools while expanding their TPCK as English educators" (p. 250).


 * Source**: Hughes, J., Scharber, C. (2008). Leveraging the development of English TPCK within the deictic nature of literacy. In American Association of Colleges for Teachers (Ed.), Handbook of technological pedagogical content knowledge (TPCK) for educators (pp. 87-106). New York, NY: Routledge.


 * Source**: Shoffner, M. (2007). Preservice english teachers and technology: A consideration of weblogs for the english classroom. Contemporary Issues in Technology and Teacher Education, 7(4). Retrieved from []

TPCK in Literacy and Special Education
When reading the chapters on literacy in //The Handbook of Technological Pedagogical Content Knowledge//, one will find many excellent resources for teaching children literacy through the use of technology. Individuals with Disabilities Education Act 1997 (IDEA) mandates that children with disabilities spend as much time as is possible in their least restrictive environment (LRE) educated alongside their typically developing peers. Therefore, when schools are trying to educate students in their LRE, many general education teachers find themselves with exceptional students with varying levels of disabilities in their classes. This move towards inclusion has added a new level of pedagogical knowledge that is necessary to educate children who learn differently. Increased technological knowledge is also necessary to be familiar with different technologies, adaptations to technologies, as well as assistive technologies that are available to this population of students.

According to Thomason et.al.(2004) in their article, “Using Technology To Improve The Literacy of Students with Disabilities" one of the most common problems impeding literacy in children with disabilities is a language deficiency. The article continues to state, “Literacy skills consist of the ability to think, listen, speak and read and write effectively.” It also says, “Due to the interrelationship of literacy skills, students who exhibit difficulties with one element of the language system often exhibit related problems in other areas of literacy.” (p. 4) Given this information one might assume that logically then the language deficiency would negatively impact children with disabilities in the area of literacy as a whole. This deficiency may show itself in a lack of phonemic awareness or with difficulty with vocabulary, reading fluency, and reading comprehension. It is further stated that children with disabilities have a greater difficulty in organizing their thoughts and ideas to create meaningful works of written expression.

Given these facts it is important for us as educators to think of ways we can help children overcome these challenges and learn critical literacy skills. Advanced technologies available today may help us in that quest. An example of successful technology being utilized with children, who are blind, would include the use of Readplease software ( [|http://www.readplease.com] ), designed to read any computer text or websites aloud. This will allow those with vision challenges to access down loadable books on the Internet. When books using Braille are not available, this type of technology will allow this population of students opportunities to engage not only in classroom based literacy activities, but also have the ability to enjoy literature as a leisure task. For those with hearing and communication challenges, pairing a symbol with written text, like those available using when using the program, “Writing With Symbols 2000” ( [] ) may help individuals by supplying a visual representation of the words they are presented with. For the hearing impaired child, teaching phonics may not be possible, so if a sight word teaching methodology is used coupled with a visual symbol, the child may develop a more complete understanding of text. For children with language disorders, it may be challenging to comprehend the abstract nature of text. What are words but an abstract symbol representative of an object, action, feeling or idea that is not present? Since many children with language disorders often have difficulty talking about things in their absence, reading comprehension can be a difficult task at best. By pairing the word with a visual symbol, we make the abstract more concrete and assist this population of student in finding a meaning in text.

Another challenge to consider in the area of teaching writing skills is that there are children with motoric disabilities that impede their ability to express their ideas in a written format. Consider an individual that may not have full use of his arms, fingers and hands. How will this child learn written expression if he can’t type or write? With programs such as Dragon Dictate for Mac ( [|http://www.macspeech.com] ) this child can dictate his thoughts and ideas and they will be translated into text. Using this voice recognition software the child is able to participate fully in writing activities. For children whose disability may prevent them from properly organizing their thoughts and building ideas into formative paragraphs, software such as Kidspiration ( [] ) will help children create graphic organizers. The software’s outline feature organizes the child’s thoughts using visual symbols to support written expression. This allows children with poor organizational skills put their ideas into a format that is easy to follow and create a well written document.

Moving forward in the area of special education and literacy, it is important for teachers to understand the power of technology. It will be the combination of content knowledge, knowledge of a variety of research based teaching methods that will be successful with exceptional children and knowledge of the technological resources which are available to support learning in literacy that will give our children unprecedented educational opportunities in the years to come.


 * Source**: Thompson J.R., Bakken, J.P., Fulk, B.M, Peterson-Karlan, G., Initials. (2004). Using technology to improve the literacy skills of children with disabilities. Informally published manuscript, Department of Education, Illinois State University, Normal, Illinois. Retrieved from []

Language Arts Lessons for Early Elementary and English Language Learners:

 * The silent “e” -[[file:Lesson1_NDarwish_514_final.doc]]
 * The digraphs: "sh", "ch", "th", "wh" - [[file:Lesson2_NDarwish_514_final.doc]]
 * The vowel digraphs: "ai", "oa", "ea" - [[file:Lesson3_NDarwish_final.doc]]

Language Arts Helpful websites

 * http://www.starfall.com is website helps children read with phonics. Starfall is a great resource for early elementary and homeschooled children.


 * @http://pbskids.org/lions/need-flash.html is a link to free perk-12 resources to support learning at home and at school. It is an online school readiness tool from PBS featuring games, videos and much more.


 * @http://www.hubbardscupboard.org/index.html is a link to a free website for parents and educators of early childhood and English language learners.


 * @http://www.wordlywise3000.com/ is a link to a free website with games and structured vocabulary lessons for students of different grade levels. Each grade level is represented by a different "book" on the website and there are ample resources for students to explore independently.


 * http://www.freerice.com is a link to a free non-profit website that allows students to play educational games from different subject areas, including vocabulary and grammar. For each correct answer, sponsors donate 10 grains of rice to countries in need throughout the world.


 * http://www.netrover.com/~kingskid/writing/Kids_Writing.html is a link to a website that has many great writing games for children in elementary school. There is also a page where students under 10 can choose a pen pal to communicate with via email.


 * [|www.tumblebooks.com] is a link to animated, talking picture books. They are created by adding animation, sound, music and narration to existing picture books in order to produce an electronic picture book which can be read by the student, or they can have it read to them.


 * [] is a link to a free interactive website featuring activities to enhance students’ literacy skills through activities according to age level.


 * [] is a link to a free website offering a variety of children stories read by famous actors and actresses.


 * [] is a link to a free website of interactive literacy resources for children to practice reading, writing, and spelling skills.


 * [] is a link to Student Center Reading Activities for use in KG through Fifth Grade.