“To teach is first to understand.” – L. Shulman (1987)
About a couple of months ago, I, together with other Science teachers in my department, were invited to a half-day training by PASCO Scientific (a company that offers software and hardware geared for the instruction of science). The school where I worked had just acquired additional software and hardware from PASCO and the technicians came over to help us familiarize ourselves with their use.
I remember how my coordinator told me that we will get to “play with our new toys” – she was so excited about how these new gadgets can help our students have a better appreciation of science.
During the training, I was surprised at the existing PASCO gadgets we had. I was unaware that we had those “toys”! For a while there, I thought about the times that I could have used them in my classes. However, I was just glad that I finally know that we have those probes and sensors to use in my future classes.
I was excited because we have a new digital microscope that will allow us to project specimens onto a screen. The software bundled with the microscope could even take pictures of the specimens! There were also sensors for gathering different data that will be useful when conducting investigatory projects.
During the demo, I realized that besides having new gadgets, it was also crucial for us to not only understand how to operate them, but also to know where they can best be used. It was a good thing that the software bundle also came with suggested activities that can be modified and adapted in the classroom.
The half-day training spent with PASCO also made me understand all the more how important it was for teachers to understand the content of the subjects they teach. This way, we can plan our lessons and activities better for the benefit of our students. This will also help us choose which tools we can use in the classroom that will help us impart knowledge effectively and that will fit the needs and skills of our students.
This experience brings to mind Mishra and Koehler’s (2006) idea of TPACK (technological pedagogical content knowledge) which basically states that “[q]uality teaching requires developing a nuanced understanding of the complex relationships between technology, content, and pedagogy”. Understanding content and knowing which strategies to employ is the first step towards teaching effectively. Understanding and using which technology works best will further enhance and enrich classroom experience.
For more information on PASCO products and services, you may visit http://www.pasco.com/
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi:10.1111/j.1467-9620.2006.00684.x.
Shulman, L.S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57, 1-21.