Belief Statement

Educators can have powerful learning experiences while teaching a lesson to their students, or
through professional developments, graduate courses, or instructional moments that allow them
to become reflective practitioners. Kim and Zitzer (1999) believed that powerful learning
experiences follow certain characteristics; authenticity (real world applications), interaction,
learner-centered, equal opportunities to all teachers, and continuous connections between
learning experiences.
Since the beginning of our graduate program in instructional technology, I believe I have had a
great deal of learning experiences that have been applicable to my lessons in the classroom.
Learning about theory and practice of technology integration has been retained and applied to
my personal pedagogy due to certain courses authenticity and interactivity.
Understanding the process of pedagogy and how it works in conjunction with content knowledge
is essential in having successful instruction. At the heart of PCK is the manner in which subject
matter is transformed for teaching. This occurs when the teacher interprets the subject
matter and nds different ways to represent it and make it accessible to learners (Mishra et
al., 2006, p 1021). However, to integrate technology into Lee Shulmans original framework of
PCK, teachers need to incorporate technology knowledge leading to the TPACK framework for
educational practice (Technology Pedagogy and Content Knowledge). We as educators need to
narrow the gap between research and practice; theory and application. This requires a deep
understanding of all the aspects of TPACK framework and how they integrate with one another.
School should be a place where teaching is effective, learning is exciting, and where every day
is a day of discovery. I aspire to be a Technology Integration teacher working with students in
grades K-5 by providing their opportunities to directly interact with the new and ever-changing
technology in our schools so that they may explore real-world problems and collaborate with
others beyond the classroom.

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References
Kim, L., & Zitzer, M. (1999). Powerful Learning Framework for Teachers. Retrieved by ERIC Database.
Mishra, P., & Koehler, M.J. (2006). Technological pedagogical content knowledge: A framework for teacher
knowledge. Teachers College Record, 108(6), 1017-1054.