Synthesis: to put together

If you type into the Google search bar "synthesize", the second definition that comes up is: "Combine (a number of things) into a coherent whole." The TPACK model is a prime example of this definition: an ideal blend of pedagogy, technology, and content knowledge. The model, whose authors and contributors are numerous, aims to marry the information that educators have come to segregate. Instead of thinking of technology as one concept, TPACK combines technology with best teaching practices, or with content knowledge ... and sometimes both. The designers created a Venn Diagram to represent the three facets of TPACK in order to better show how the three concepts overlap each other.

http://www.tpck.org/

Switching gears a moment ... In my first post, I promised some science, here goes. The whole concept of TPACK made me think of photosynthesis, a simply complex concept that can easily be broken down by its Latin roots: "photo" meaning light, and "synthesis" meaning to put together ... so we're putting something together via light reactions, which is (drum roll) plant food, aka glucose!!!

So how does this relate to TPACK? In an abstract way, if we break apart the key ingredients in photosynthesis and equate them with the parts of TPACK, it does work ... stay with me! The reactants, or the "ingredients", in photosynthesis are: sunlight, water, and carbon dioxide (so don't cut down trees or else we won't have something that can use up what we exhale!). Separate, these three reactants have importance and we can understand how they are important to the cycle of life, but they are not as effective. But together, these three reactants synthesize, or combine, to make oxygen (yay for usable air!) and glucose (aka plant food).

http://www.eoearth.org/files/121601_121700/121668/Irrigation-photosynthesis.gif

In the education world many of the key components to effective teaching are taught in separate, individual modules, and synthesis rarely happens. Without synthesis, we are left with three pieces of an incomplete puzzle ... Of all the professional fields, I am surprised that it has taken this long for a successful graphic model to be produced showing the important of linking pedagogy with technology -- because we know not all technology is good or useful -- as well as linking technology with content knowledge -- who knew that we could hook up a live camera to a microscope and project it onto the screen?

TPACK is a very sound model that I think many districts would benefit from studying, and creating professional development around. I never heard of it until taking this course, but I see the value in it ... especially a model that works to unite the various aspects of successful teaching instead of attempting to segregate it.

An Administrator's Input

This week I struggled to find a specific topic to write on ... Out topic has been professional development, our struggles with it, and what is the most effective method of engaging in PD. As a class I think we all agree that a few hours of lecturing is not sufficient to significantly and positively impact educators. I decided to Google: "how to make professional development better". What I found was one man's quest to integrate technology into his teaching, how to create effective professional development (now that he's an administrator) and to share his thoughts with the education community.

From what I have gathered through his various biographical write-ups, and posts, this man, Matt Townsley, is a former math teacher and now a technology and curriculum instructor. I found various blogs, a district-wide twitter account, and blog that posts podcasts with various topics. This man is a leader in more ways than one. Not only does his title distinguish him as a leader, but also his actions. The details listed in his blog give me the impression that he is in tune with the needs, wants, and areas of improvements of his district. If I were a teacher, I would feel very in-the-loop.

What really caught my eye, though, was his latest post on his personal blog: as seen here. The powerpoint that he so effectively shows through Google Docs, outlines the integration of technology in the classroom. My favorite slide is #5, where he basically presents the difference between asking 'how can I use technology in my classroom' as opposed to 'how can I integrate technology to improve my lesson and enhance it?' It seems to be a question that not many administrators know the answer to, which leaves educators caught in a web of mediocre professional development workshops.

Matt had a very candid post about a year ago, presenting his views on professional development and I found his answers to one man's post very interesting. In his initial post, Matt addresses the issue of uninterested teachers and those that come with a chip on their shoulder. Many teachers come into professional development situations with preconceived notions, and are not willing to give something new a try. I mentioned in my discussion response that it was frustrating to go into a PD session and get lectured on elementary school topics. He writes:

"Let's say I spent all of my time visiting teachers before school, during their prep periods and after school on a regular basis. This means the teacher must be willing to give up his/her time to do this as well. This is the problem I see. In order to adequately bring teachers on board for many of the decisions they want to be a part of, they would need to participate in meetings on a weekly (and sometimes more often than that) basis. Sorry, Mrs. Jones...there goes your prep time; please take twice as much work home to do all in the name of increased input from you, the classroom teacher."

His argument is compelling and I am the first to admit that I value my prep time very much. It gives me a chance to decompress if necessary, set up for labs, clean up, organize any materials I collected, and to attend any necessary meetings. It is very interesting to see professional development from the other side of the desk, and to hear it not from someone who is close to retirement, and just going through the motions. This man seems to be full of ideas, is obviously in the know with technology, and seems to keep the whole district in the loop through his blogs and tweets (as long as they are willing to take the time and meet him half way).

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On a completely different note that did not find a way to directly correlate with what I posted, I found a very interesting article on evaluating professional development in one's district in order to improve it. "Does It Make a Difference? Evaluating Professional Development"