TPACK

Area of Improvement
Each year I sit back and reflect as to how I can make my instruction better than the year before. In many instances the stumbling block comes because, as I try to incorporate more technology, the less time there is available to have students utilize the technology labs, and lap top computers. Now let me expand on making my instruction better by using technology.
No matter what the learning style of the student, I have noticed that all of them have one thing in common: they love using technology. As I try to reach all of the different types of learners in my class, the stumbling block for me comes not how to incorporate the technology, but how to apply it to make it beneficial for all of the students. By understanding, and becoming more familiar with Pedagogical Knowledge, I believe that this can be done effectively.
In more instances than not, I have found that some students will take control of various areas of the project using technology (i.e A student will find all the pictures, but will not assist in finding references). They find their particular niche and will not venture into any other aspect of the project for fear of being out of their comfort zone. I feel that by improving on my Pedagogical Knowledge, I will be able to bridge these gaps, and make technological integration more effective in the classroom.

Initial Technology Integration
One of my initial ideas of a technology integrated lesson for fifth grade would be, to have students create their own version of the Water Cycle (Science). I would first create a power point lesson, using my interactive white board, to explain the cycles and what occurs during each phase. I would then create a blog site or wiki for the class, and post resources for the students to use, along with the assignment they are to accomplish. The students would be broken into groups, and use the resources provided to research the water cycle, and each group would also have to add additional resources (Web sites, books, etc...) for the class. After the students would use movie maker, video cameras, or any other technological resource, to create their version of the water cycle, and an example of what happens during each phase. The students would then have to post their assignments on the site for the rest of the class to enjoy.
Students would also have the opportunity to create their own blog or wiki to showcase their projects. By giving students this option, I find that many students use more creativity in their assignments, and by them taking ownership of it, they take the time to ensure that they pay better attention to the work they turn in.