TPCK in in-service education: Assisting experienced teachers' "planned improvisations"

The author suggests that “TPCK focused professional development for experienced teachers should be qualitatively different from similar professional learning opportunities for most novices,” (p. 256) because they are likely to learn more quickly due to their experience. Using “flexible design scaffolds” (p. 256) to accommodate the limited time experienced teachers have to devote to this process of learning, unlearning, and adapting is suggested.

From what I observe at our school, it is clear that there is still much more progress to be made nearly four years after this book was published in order for teachers to use technology as “transformative devices” (p. 253) rather than as “efficiency aids and extension devices” (p. 253). 

One of the major points made at the end of this chapter is that the “primary goal of such professional development and reflection could be to develop and act upon TPCK in and to whichever forms and extents experienced teacher practitioners choose” (p. 268). This shows once again how technology has qualities of being effective and accommodating regardless of the approach, philosophy or activity types teachers use and are familiar with.  This is demonstrated well in this course where each teacher comes from a different background teaching different subjects and levels, yet we all are learning at the same time to use technology in the subjects and grades we teach.  For me it is also reassuring that regardless of whether I’m working with a verbal or non-verbal child, a child with severe cognitive disabilities or a child with Asperger’s syndrome, I can start in an area and level with technology that best suits the characteristics of individual students.

The information about telecollaborative and telecooperative activity structures and activity types are good resources for me to consider.  In fact reviewing these has inspired me to want to investigate how one particular student I know might begin communicating and learning telecollaboratively with other students who are also autistic.