Contextual+Influence

=Contextual Influence on TPCK = According to [|Mario Antonio Kelly]﻿ ﻿ ﻿﻿, TPCK includes a threefold conceptual framework that calls for: a) equal student access to technology; b) presenting creative concepts for new teaching (pedagogical) strategies that can address unequal access to information and communication technology (ICT); and, c) providing sample strategies for improving equality of access that can be justified. [See Ch.2 of [|Handbook of Technological Pedagogical Content Knowledge]  ( TPCK) for Educators by the AACTE Committee on Innovation and Technology]

The disparaging difference between those with access to technology and those who do not is called the “Digital Divide”. Moreover, the author stipulates that the divide goes further than the aforementioned **//First Digital Divide//**. In fact, Kelly states that there are actually multiple digital divides including the following:
 * //**First Digital Divide**//: The actual physical divide between those who have access to the hardware such as computers, video cameras or printers and those who do not. This also includes access to the Internet and those who do not. According to Mario Antonio Kelly the U.S. Department of Commerce has also included this term to make a distinction between those who have access to broadband or high-speed Internet and those who have no access or slower dial up service. [|This video link] expresses the need for not only students but adults as well to bridge the digital divide.

When there's a will there's a way, the following link contains resources for those who seek to bridge the divide http://www.edutopia.org/blog/free-tech-integration-resources


 * **//Second Digital Divide//**: the difference between information and communication technology (ICT) in and outside of school may be the result of the lack of technological experience on the part of the teachers as well as parents. As a result of altering the manner in which information is grasped, sorted out, and applied, technology is having an effect on how individuals read, write, listen, and connect. In this respect, the "Pay Attention" video below is a useful reminder that the greater part of the student population today are digital learners. Hence, it is critical that teachers "pay attention" to and address the individual needs of all their students.

[]  > The best teacher-preparation programs emphasize subject-matter mastery and provide many opportunities for student teachers to spend time in real classrooms under the supervision of an experienced mentor. Just as professionals in medicine, architecture, and law have opportunities to learn through examining case studies, learning best practices, and participating in internships, exemplary teacher-preparation programs allow teacher candidates the time to apply their learning of theory in the context of teaching in a real classroom. Edutopia-3/17/2008 http://www.21stcenturyschoolteacher.com/uploads/8/5/4/4/854417/p21checklist_for_template.pdf
 * ====Teacher Preparation====
 * Many colleges and universities are revamping their education schools to include an emphasis on content knowledge, increased use of educational technologies, creation of professional-development schools, and innovative training programs aimed at career switchers and students who prefer to earn a degree online. Edutopia-3/17/2008
 * Ongoing Professional Development is necessary for veteran teachers and new teachers. Technology is an ever changing field, as new tools are developed with new curriculum resources. Just as we support hands on experiences for students ( including Project Based Learning), professional development for teachers should be designed the same way. Authentic professional development will help relieve the anxiety many teachers feel when faced with overwhelming expectations. You will need to cut and paste this URL.

 []  <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%;">**Source:** AACTE Committee on Innovation and Technology (2008). //Handbook of technological pedagogical knowledge (TPCK) for educators//. New York: Routledge Taylor & Francis Group. <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 80%;">
 * <span style="display: block; font-family: Arial,Helvetica,sans-serif; font-size: 90%;">//**Third Digital Divide**//: the discrepancy in the degree to which technology mediated instruction (TMI) grasped by students is attuned to or at least receptive to their cultural and personal history. As a result of teaching them the "way they learn best", teachers can successfully address their students' distinctive learning styles. The following video illustrates how teachers can “connect" their "classrooms” to the world of their students.
 * Another video looks at the prospective of why technology is important through the eyes of a child. <span style="color: #0000ff; font-family: Arial,Helvetica,sans-serif;">[]

CHECK OUT THE LINKS BELOW AND IF APPROVED THEN DELETE THE TEXT BELOW EACH LINK TO SAVE SPACE ON THIS PAGE.

Technological pedagogy for bridging digital divide #1 (access to technology, software, and internet) : //According to Kelly, "If teachers are to help bridge this digital divide it is important that they understand its nature, pedagogical practices that contribute to its creation and maintenance, and instructional strategies for narrowing it."// 1. Work with your administrators for the support of having after-school access to school ICT (information and communication technology).
 * Extra effort is needed by the teachers to prove a need for such thing.
 * Many schools offer on-site after-school care and during those times volunteers and after-school staff can allow students to have access to ICT for the completion of school assignments.
 * Community volunteers can also provide supervision and assistance to students during access to ICT during after-school hours.

2. Work with parents and other people involved in the community to find public ICT facilities.
 * Secure a facility, a time, and support for the students.
 * Provide information to parents and students on local facilities that are open to the public.

3. Develop strategies to respond to problems students may encounter at public ICT facilities.
 * Students may have to share computers, have limited hours at the facilities, and go without a meal or snack.
 * Parents and teachers can take turns providing a healthy snack for students.
 * Provide direct instruction to students regarding the etiquette required for public use of facilities.

4. Ask local colleges and universities for the use of their ICT facilities.
 * Make sure these institutions have sufficient technology resources.
 * If sufficient ICT resources are available, speak to professors about the possibility of allowing college students extra credit in technology or education classes to provide ICT support and supervision to students during scheduled times.

5. Learn about your student’s ICT access.
 * Level of skill, out-of-school access to technology, and history of ICT use.

6. Be an advocate for your fellow teachers and students. >  7. Plan for equipment problems and failures.
 * Encourage administrators to provide more professional development training in the use of technology.
 * Make suggestions to purchase new technology items for your school.
 * Ensure that current technology resources be used wisely, for example, suggest that the school purchase laptop computers that can be "checked out" as needed as opposed to one or two desktop computers to be placed in specified classrooms. The following video provides other opportunities to locate technology resources for the classroom and the importance technology plays throughout a students academic career. []
 * Always have a plan B.

Technological pedagogy for bridging digital divide #2 (access to achievement-enhancing TMI): Kelly argues for reducing disparities in and out of school specific to technological mediated instruction (TMI) is the job of teachers. He suggests, in order to achieve this mandates that teachers meet the National Educational Technology Standards (NETS) and National Council for Accreditation of Teacher Education (NCATE) (p. 39). In doing so, he also proposes 1) teachers integrate technology into their pedagogy, and 2) schools dedicate the resources necessary for addressing the digital divide. In as much as addressing the use of technology as a means for increasing access to knowledge, Kelly contends that the educational arena must move away from ineffective practices that disengage students, e.g., drill and practice, defensive teaching, and using access to technology as a reward (pp. 40-41).

Technological pedagogy for bridging digital divide #3 (access to culture-sensitive technological)

Cultural sensitivity toward technology gaps requires teachers to be cognizant of cultural similarities and differences specific to the values and norms of their students and their families. By implementing a student a inventory, teachers can collect baseline data on their students relative to learning styles, normative culture and familia artifacts. Additionally, in the effort to achieve both social and learning goals, Kelly suggests that students are taught where they are, and facilitate attribute-treatment-interception-pedagogy (ATIP) as to include, 1) developing and maintaining an equitable classroom,and 2) implementing good teaching strategies which engages and encourages students to use technology in a "meaningful way."(p. 47)

Kelly, M.A.,(2008). Bridging digital and cultural divides. In American Association of Colleges for Teachers (Ed.), // Handbook of technological pedagogical content knowledge (TPCK) for educators // (pp. 31-39). New York, NY: Routledge.

=Technology Integration: Best Practices–Where Do Teachers Stand?=

Georgia State University
//To view this article in full please click on the link below//

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Abstract
As technology becomes more available in k-12 classrooms and teachers apply it their teaching, it is important to consider how we are going to evaluate the technology integration efforts of teachers. This article summarizes the stages of technology integration, and then goes on to present examples of best technology integration practices. Finally, it offers questions to consider when assessing teachers and their uses of technology. The idea of "technology integration" has evolved during the last several decades from teaching programming, to utilizing drill and practice, to implementing integrated learning systems, to addressing computer literacy skills, to participating in web-based communities. A more current view of technology integration involves the practice of using technology in ways that are both curriculum-based and future-oriented. According to [|Ertmer (1999)], teachers should focus on meeting content objectives within the "three Cs": communication, collaboration, and creative problem-solving. It also requires that attention be given to preparing students for the future: theirs, not ours. The challenge for today’s educators is not programming the computer or learning cumbersome DOS commands. It lies in using computers and other technologies in ways to promote meaningful learning for students. The purpose of this paper is to describe teachers’ transformation process into technology integrators, to explore best practices in teaching with technology, and to suggest how administrators might consider evaluating teachers’ integration efforts. Now that computer technology is more prevalent in classrooms, it is becoming less a decision of whether or not to adopt, and more of a dilemma of how to implement it effectively into instruction.

**Conclusion**
In closing, effective integration of technology has everything to do with teaching pedagogy and very little to do with the technology itself. We should not be impressed with the mere "use of technology" //unless// that use is supported by a carefully crafted pedagogy. Although this article does not specifically address staff development and support, we caution you that, before embarking on the very important task of evaluating teachers’ integration of technology, you should consider what scaffolding strategies and training opportunities you can offer to the person you are evaluating. One component of the evaluation process is to document current performance. Equally important is to determine a plan by which to improve performance. In order for teachers to transform from a novice technology user to expert technology integrator, they will need support and guidance from their administrators.