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SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
SAMR, TPCK in context Malmo 21 nov 2011
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SAMR, TPCK in context Malmo 21 nov 2011

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  • 1. Education, Technology, and Change:SAMR and TPCK in ContextRuben R. Puentedura, Ph.D.
  • 2. Prologue: Metaphors
  • 3. The SAMR Model
  • 4. Redefinition Transformation Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationEnhancement Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Podcasts on iTunes U: http://tinyurl.com/aswemayteach
  • 5. Literacy and Vocabulary
  • 6. Marzano:Six Steps to Effective Vocabulary Instruction• Step 1: The Teacher Provides a Description, Explanation, or Example of the New Term• Step 2: Students Restate the Explanation of the New Term in Their Own Words• Step 3: Students Create a Nonlinguistic Representation of the Term• Step 4: Students Periodically Do Activities That Help Them Add to Their Knowledge of Vocabulary Terms• Step 5: Periodically Students Are Asked to Discuss the Terms with One Another• Step 6: Periodically Students Are Involved in Games That Allow Them to Play with the Terms R.J. Marzano. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004
  • 7. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 8. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 9. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 10. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 11. The Student Historian
  • 12. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 13. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 14. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 15. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 16. Science as Concrete Abstraction
  • 17. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 18. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 19. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 20. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 21. Opening Up the Math Candy Store
  • 22. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 23. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 24. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 25. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 26. The Personal Learning Network
  • 27. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 28. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 29. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 30. RedefinitionTech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign AugmentationTech acts as a direct tool substitute, with functional improvement SubstitutionTech acts as a direct tool substitute, with no functional change
  • 31. The TPCK Model
  • 32. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 33. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 34. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 35. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 36. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 37. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 38. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 39. y C g go on da te ntPe PCK PK CK TPCK TPK TCK TK Technology
  • 40. SAMR and Assessment
  • 41. Black, P. and Wiliam D. “Developing the theory of formative assessment.” Educational Assessment, Evaluation and Accountability. 21:5-31 (2009)
  • 42. Substitution: Sociology Online Discussion Rubric(Evans, 2010)
  • 43. Augmentation: A Branching Rubric for Writing(Hedrick, 2010) Level 4: everything in place Three Features Dichotomous Rubric Level 3: most things in place (Focus, Elaboration/Details, Organization) some lapses Level 2: a few things in place but not everything Yes, the details Level 4 support the topic Level 1: very few things in Paper and are well place developed. The order of details makes sense. Yes, the topic No, go to 3 is Are there clear. supporting details written in a sequence that makes Yes. Some Level 3 details support sense? topic, but it is Paper confusing. Reader cannot figure out order Is there a of details. Writing clear topic? No go to 2 Assignment: Yes, some interesting Level 2 sentences that could be developed into Paper No, topic is Are there some paper with clear topic vague or interesting thoughts, No go to 1 unclear. even though topic is No focus is not clear? established Yes, There seems to be no topics or Level 1 thoughts for development Paper Developed by Vickie HedrickHedrick, V. Continuous Improvement in the Language Arts Classroom. Quality Press (2010)
  • 44. Modification: ConcepTests(Mazur, 1997) Brief Lecture or Group Discussion (~10 minutes) ConcepTest (~1-2 minutes) Fewer than 30% of Between 30-75% of More than 75% of students answer correctly students answer correctly students answer correctly Peer Discussion: e instructor e instructor students try to convince each other revisits and explains the concept explains remaining misconceptions (~2-3 minutes) ConcepTest (~1-2 minutes) Mazur, E. Peer Instruction - A Users Manual. Prentice Hall (1997)
  • 45. Redefinition: Designing for Wiki Learning(Beasley-Murray, 2008) } Peer Feedback Student Inputs Wiki Teacher Feedback Audience Feedback } Peer Feedback Student Revisions Student Inputs Wiki Teacher Feedback Audience Feedback … Student Revisions Assessment of Student Inputs Wiki Learning Wikipedia:WikiProject Murder Madness and Mayhem
  • 46. Epilogue: Expectations
  • 47. Seymour Papert: Four Expectations• Expectation 1: the scholastically unsuccessful group among the students will advance by several grade levels on standard achievement tests in mathematics and language. We shall, of course, confirm the significance of any such observation by comparison with a control group matched on a series of variables set up before the outset of the experiment.• Expectation 2: observers will agree that the student in the experiment not only learned more than in a traditional class, but learned it in a more articulate, richer, more integrated way.• Expectation 3: students will develop, or adapt concepts and metaphors derived from computers and use them not only as intellectual tools in the construction of models of such things as "number" and "theory" but also in elaborating models of their own cognitive processes. This will in turn have an impact on their styles of learning and problem-solving.• Expectation 4: the use of computer metaphors by children will have effects beyond what is normally classed as "cognitive skill". We expect it will influence their language, imagery, games, social interactions, relationships, etc… S. Papert. An Evaluative Study of Modern Technology in Education. MIT Artificial Intelligence Laboratory Memo No. 371. (June, 1976)
  • 48. Additional Resources
  • 49. ResourcesMetaphors:• Vannevar Bush, “As We May Think”. The Atlantic Monthly. (July 1945) Online at: http://www.theatlantic.com/magazine/archive/1969/12/as-we-may-think/3881/• Douglas C. Engelbart, A Research Center for Augmenting Human Intellect. (December 1968 live demo) Archived online at: http://sloan.stanford.edu/mousesite/1968Demo.html• Alan Kay, “A Personal Computer for Children of All Ages”. Proceedings of the ACM National Conference. Boston (August 1972) Online at: http://www.mprove.de/diplom/gui/Kay72a.pdf• Seymour Papert, “On Making a Theorem for a Child”. Proceedings of the ACM National Conference. Boston (August 1972) Online at: http://portal.acm.org/citation.cfm?id=569942SAMR and TPCK:• Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at: http://hippasus.com/resources/tte/• Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009) Online at: http://tinyurl.com/aswemayteach• TPCK - Technological Pedagogical Content Knowledge. (2008-2010) Online at: http://www.tpck.org/tpck/index.php?title=Main_Page• AACTE (Eds.) The Handbook of Technological Pedagogical Content Knowledge for Educators. New York:Routledge, 2008.
  • 50. Hippasus Blog: http://hippasus.com/rrpweblog/ Email: rubenrp@hippasus.com Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.

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