Wise Integration of Technology
TPACK
At first I found the definition of the TPACK method to be somewhat overwhelming, but after finding the next image, and unpacking it, I find it to be an excellent method of looking at how you do things in your classroom.
Content: Essentially content is just the teacher's knowledge of the subject matter. This should be an obvious thing that teachers have, but it's not just a basic knowledge, it's a deep knowledge of the subject so much so that you know (as the image shows) facts, theories, concepts and procedures. I always think to myself, "do I know more than my students?" and "what questions might they ask that could stump me?"
Pedagogy: Pedagogy looks beyond whether the teacher knows the content, but rather do they know how to deliver that content. There are plenty of brilliant people who would struggle in this area because they lack the ability to actually present the material in a way that students will gain the most out of their teaching. This section also deals with classroom management and lesson planning which I think sometimes get overshadowed and are not always thought of as something that makes learning better. Assessment is also in the pedagogy section and that should really drive our content and how we teach the material.
Technology: Now that we have the knowledge of our content, how to present it, and how to make our classroom a good learning environment, we have to ask ourselves "How are we learning and adapting to digital technologies?" For many years we've been good at the first two, and now that we are in the 2000s and technology continues to get better, this is somewhere that a lot of teachers are now putting their emphasis.
Since TPACK is set up as a Venn Diagram, we then start to look at how these three work with each other. I think these three things work really well in lesson planning. When thinking of a lesson you should consider your knowledge of the content, how you will deliver and assess the knowledge, and what technology could be of assistance to you in doing so. I could see this method working very well with new teachers. For me, I think this makes me consider how to deepen my lessons and to not just deliver the material, but have the students unpack it and dive into the material while at the same time keeping my classroom a positive working environment.
http://www.tpack.org/
Substitution: Substitution was the most basic level of the model. It was simply a direct substitute but with no functional change. This is as simple as instead of using paper notes, you had a digital copy. Now while the authors said this is not enough to be considered as "integrating technology" they did say that at some times this is a good place to start. I like to use this in order for materials to be available to students at all times and on all devices, not just in the classroom.
At first I found the definition of the TPACK method to be somewhat overwhelming, but after finding the next image, and unpacking it, I find it to be an excellent method of looking at how you do things in your classroom.
Content: Essentially content is just the teacher's knowledge of the subject matter. This should be an obvious thing that teachers have, but it's not just a basic knowledge, it's a deep knowledge of the subject so much so that you know (as the image shows) facts, theories, concepts and procedures. I always think to myself, "do I know more than my students?" and "what questions might they ask that could stump me?"
Pedagogy: Pedagogy looks beyond whether the teacher knows the content, but rather do they know how to deliver that content. There are plenty of brilliant people who would struggle in this area because they lack the ability to actually present the material in a way that students will gain the most out of their teaching. This section also deals with classroom management and lesson planning which I think sometimes get overshadowed and are not always thought of as something that makes learning better. Assessment is also in the pedagogy section and that should really drive our content and how we teach the material.
Technology: Now that we have the knowledge of our content, how to present it, and how to make our classroom a good learning environment, we have to ask ourselves "How are we learning and adapting to digital technologies?" For many years we've been good at the first two, and now that we are in the 2000s and technology continues to get better, this is somewhere that a lot of teachers are now putting their emphasis.
Since TPACK is set up as a Venn Diagram, we then start to look at how these three work with each other. I think these three things work really well in lesson planning. When thinking of a lesson you should consider your knowledge of the content, how you will deliver and assess the knowledge, and what technology could be of assistance to you in doing so. I could see this method working very well with new teachers. For me, I think this makes me consider how to deepen my lessons and to not just deliver the material, but have the students unpack it and dive into the material while at the same time keeping my classroom a positive working environment.
http://www.tpack.org/
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge? Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.
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. (1986). Those who understand: Knowledge growth in teaching. Educational Researcher, 15(2), 4-14.
https://create.piktochart.com/output/19844161-new-piktochart
SAMR
To better understand the SAMR model, and to help me use it in my classroom in the future, I found the following image. I liked it because it gave concrete examples of the different levels of SAMR.
Substitution: Substitution was the most basic level of the model. It was simply a direct substitute but with no functional change. This is as simple as instead of using paper notes, you had a digital copy. Now while the authors said this is not enough to be considered as "integrating technology" they did say that at some times this is a good place to start. I like to use this in order for materials to be available to students at all times and on all devices, not just in the classroom.
Augmentation: Augmentation can be thought of as the next level. In this stage, your technology acts as a direct substitute, but with some type of functional improvement. These are designed to increase a student's potential learning on a subject. This could be including multiple sources sought out by the student, not just provided by the teacher.
Modification: In this stage, technology allows for significant task redesign. This would have the students using multiple types of media to complete a task. Many of these media might also include a place where their classmates could contribute to their lesson or give opinions on topic starters.
Redefinition: In this final stage, there is a creation of new tasks. It is thought of as the pinnacle of model. In this students might use technology and media to not only gain feedback from their classmates, but perhaps classes in other schools and states, as well as the general public.
I liked this model a lot. It really made me think about how well I REALLY use technology in my classroom. I think I gained some really good ideas for things that I can do. Again, this seems like an overwhelming task to take on, but if we are really in charge of developing 21st century learners, we have to give them skills at a high level than just PowerPoint. At the same time, we have to make sure that the technology we use is purposeful and not just used to use it. We also need to incorporate technology at all of these different levels because there is an appropriate time and place for all of them.
https://www.schoology.com/blog/samr-model-practical-guide-edtech-integration
http://www.schrockguide.net/samr.html
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