Research into practice
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This was used to facilitate a discussion about how to think about different theoretical frameworks in terms of putting them into practical classroom action.
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Research into practice
- 1. Research into Practice SAMR and TPACK Technology in the classroom http://www.flickr.com/photos/mcleod/8399337241/in/pool-858082@N25/
- 2. Reproduced by permission of the publisher, © 2012 by tpack.org
- 5. Learning Goals – Structures Gr.3 • Learning that how things are built and that how structures look, what they are used for, how strong they are and how they last are all related. • Figuring out how to design and build structures so they can be strong. • Explaining what we know about structures strength and stability.
- 11. Redefinition Modification Augmentation Substitution Now think about tasks that you see in schools or can imagine in schools. Pick a grade, subject, strand, topic … See if you can list 4 tasks that may fit into each of the 4 categories. Prepare to share with everyone! Your turn!
Editor's Notes
- This framework helps to understand the components to teacher understanding of how to use technology in a teaching context, and that there are numerous factors at play that one much consider. This doesn’t fully address the task of students, but rather helps us think about how to think about ourselves as teachers and what we need to understand to fully leverage the potentials of technology in classrooms.
- With Elmore’s Instructional Core, we look at the relationship between what the content is, what the student does and what the teacher does in relation to the learning task that is undertaken.
- SAMR is a way to help understand the kinds of tasks that students engage in. Gives us something deeper than the Elmore Instructional Core that just has the task in the middle, this allows more depth of consideration of the task in relation to the learning goal in the light of the teacher knowledge surrounding it.
- Using a video on Youtube, does not functionally change what the students are doing. It may make it easier for the teacher, and it may be a good things to use in the sequence of learning, but there is no change from the film strip days. This is not necessarily bad, just not different. Need to emphasize that none of these levels necessarily are evaluative, and that we don’t always have to be in the upper level of task, it just helps to see if we are leveraging potential of tech or simply staying in a substitution phase.
- A visual, dynamic word wall that the students can use to augment their understanding of the words, with images that they select.
- Using pictures that the students themselves take on a walk about the school or community that they are looking for different structures and how they work. They can then use those pictures to create a digital photostory about their understanding of these.
- Creating of a mulimedia digital artifact, where the student can take video of their work, pictures, screenshots, and self-captured webcam video to put together a full explanation of their learning, where they started, what they learned, and how it was applied to a new context. This can be then shared publically on a school website for all to see and learn from.
- A little mashup of the Instructional Core, TPACK and SAMR to see the relationship between what teachers know and are able to do, what tasks students engage in and how these affect each other.
- Give time, 20 mins or more in small groups for everyone to chat and put together the tasks that they come up with.