Lenses for Learning

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As designers of learning experiences, what perspective can be gained through theof models like SAMR and TPaCK? How might the relationship between the two create a stronger yet practical potential for meaningful shifts in teaching and learning? How do these models compare to others? We'll embark on a critical exploration of these models, questions and more, as we consider design elements and process changes inherent in lessons at each level along the SAMR continuum. As opposed to a How-To… "training", this session has been intentionally created as an opportunity to explore, question and connect experiences and resources, think a little more deeply about our roles in the design process, and to possibly tweak our view of technology in instruction and learning.

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Lenses for Learning

  1. 1. Lenses for Learning Sara Wilkiewebsite: http://balancedtech.wikispaces.comemail: saraswilkie@mac.comTwitter: @sewilkieEyelenschrisbb@prodigy.netThursday, April 25, 13
  2. 2. OpportunitiesIn Overalls“Opportunity is missedby most peoplebecause it is dressed inoveralls and looks likework.” EdisonSara WilkieTwitter: @sewilkieemail: saraswilkie@mac.comwebsite: http://balancedtech.wikispaces.comThursday, April 25, 13
  3. 3. Getting Started...• High 5!• Draw a Number!• Post a Q!Thursday, April 25, 13
  4. 4. Don’t Blink!http://onlinelearninginsights.wordpress.comwww.lowcostholidays.comThursday, April 25, 13
  5. 5. http://balancedtech.wikispaces.comPromises, Promises...Thursday, April 25, 13
  6. 6. http://balancedtech.wikispaces.comAnd More Promises...Thursday, April 25, 13
  7. 7. www.reicheltplumbing.com www.reicheltplumbing.comThursday, April 25, 13
  8. 8. Think Time: a limited resourceWhere are we investing ours?Where are we asking kids to invest theirs?http://www2.hiren.infoThursday, April 25, 13
  9. 9. World-wideUnlimitedAmplifiedConnectedMulti-modalChallengingAccessibleMeaningfulCollaborativeAuthenticRelevantOn-goingRealEngagingProvocativeWhat’s the Difference?A. How should technologyresources be integrated intothe curriculum?B. How should curriculum bedesigned to take advantageof the unique capabilities oftechnology?Thursday, April 25, 13
  10. 10. • TPaCK• SAMR• Others...Lensesfor Learningocw.upc.eduThursday, April 25, 13
  11. 11. PCK ShulmanPedagogicalKnowledge (PK)Pedagogical ContentKnowledgePCKContentKnowledge (CK)Thursday, April 25, 13
  12. 12. Koehler & MishraPedagogicalKnowledgeContentKnowledgeTechnologicalKnowledge (TK)TPaCKThursday, April 25, 13
  13. 13. Technological KnowledgeTKwww.anandtech.comThursday, April 25, 13
  14. 14. TK Technological KnowledgeThursday, April 25, 13
  15. 15. Online DiscussionsThursday, April 25, 13
  16. 16. Online DiscussionsPlease postin chat windowThursday, April 25, 13
  17. 17. Online DiscussionsPlease postin chat windowThursday, April 25, 13
  18. 18. http://www.tpck.org/ContextsContextsThursday, April 25, 13
  19. 19. Online Discussions• asynchronous, anytime, anywhere• participatory - more students can participatecompared to a f2f class discussion• equal opportunity for students to expressthemselves• increased participation, especially moderateddiscussion, can lead to a greater sense of classcommunity• can change dynamics of writing assignments• changes dynamics of who has knowledge(ClassBrain)• accountability & assessment - easy to documentwho has contributed and what they’ve shared• less threatening for some students than speakingin front of peers• “wait time” is built in• easier to cite previous discussions when buildingon ideas• many students do not like to write or have difficultywriting (consider a wider set of media for student“writing”, making it multimodal)• kids need direct instruction, practice, and feedbackto become quality contributors. This is not natural atfirst. Without instruction and opportunities to practice,peer critics may not be nice or offer worthwhilefeedback• can’t see others facial expressions, body language orhear verbal cues• can be overwhelming if multiple assignments or toomany posts are due - this might lead students todisengage or contribute more superficially• without instruction, students are likely to write toinstructor, not each other, creating a teacher-centricdiscussionThursday, April 25, 13
  20. 20. http://balancedtech.wikispaces.comWhere/How Does It Fit?Thursday, April 25, 13
  21. 21. http://www.tpck.org/Thursday, April 25, 13
  22. 22. Thursday, April 25, 13
  23. 23. • TPaCK• SAMR• Others...Lensesfor Learningcontactlenses.phihongdesign.comThursday, April 25, 13
  24. 24. Thursday, April 25, 13
  25. 25. SAMR Ruben PuenteduraStudents type essayinstead of write on paperStudents type & use featuresof word processor to spellcheck, edit & reviseStudents write collaboratively onGoogle Doc, using multimodalrepresentation of ideas &understanding, and peer editingStudents use real-timecollaborative construction site,inviting global peers & fieldexperts to co-create, revise,strengthen & publish PSA for worldhttp://www.hippasus.com/resources/tte/Thursday, April 25, 13
  26. 26. SAMR Ruben PuenteduraReading a web page withtext and images, insteadof reading from a textbookTaking digital notes andembedding links toexamples, resources andinteractive modelsA multimodalcollaborative glossaryCurrent Events 2.0http://www.hippasus.com/resources/tte/Thursday, April 25, 13
  27. 27. SAMR Ruben Puentedurause noteshare, wiki or blog toaccess links to original works,critical commentary, books aboutShakespearean stage, YouTubeclips of classical performancesto below, add links to Flckr &Twitter Shakespeare groups andinteractive blogs where studentsdialogue w/ Shakespeareandirectors & actors around worldto below, add links to visualizationtools such as Wordle, Tagzedo, orMany Eyes to help students createword visual studies to betterunderstand complexity of textstudents use GoAnimate,Xtranormal or other software tostage MacBeth for a globalaudiencehttp://www.hippasus.com/resources/tte/Thursday, April 25, 13
  28. 28. SAMR Ruben PuenteduraUsing PhotoStory or some other media,student groups collaborate to create digitalstories of their books. These stories areposted and tagged in a tweet to the originalauthor, who provides feedback to studentsUsing Edmodo, students engage in digitalsocratic seminars with peers in otherclassrooms; group documentation includesaudio reflections & visual representations ofstudent roles, as they related to text.students consider & reply to the posts of theirpeers, making one connection to their ownreading and posing one question about thetext; teacher asks students to provideevidence from the text to support theirconnectionsstudents log into Edmodo andrespond to reflection questionsposted by their teacher about a bookthey just finished reading in classhttp://www.hippasus.com/resources/tte/Thursday, April 25, 13
  29. 29. Application of AppsThursday, April 25, 13
  30. 30. Application of AppsThursday, April 25, 13
  31. 31. Thursday, April 25, 13
  32. 32. jameswoodward.wordpress.comThursday, April 25, 13
  33. 33. http://balancedtech.wikispaces.comhttp://www.flickr.com/photos/brainfarts/97676505/Thursday, April 25, 13
  34. 34. - Chip & Dan Heath, SwitchChange is a process...not an event.naturetimenaturetime.wordpress.com Thursday, April 25, 13
  35. 35. • TPaCK• SAMR• Others...Lensesfor Learningland.beachheadmarketing.com Thursday, April 25, 13
  36. 36. http://www.unity.net.au/allansportfolio/edublog/?p=324Thursday, April 25, 13
  37. 37. Higher Order ThinkingEngaged LearningAuthentic ConnectionsTechnology UseThursday, April 25, 13
  38. 38. NovemberLearning.comThursday, April 25, 13
  39. 39. Sara WilkieTwitter: @sewilkieemail: saraswilkie@mac.comwebsite: http://balancedtech.wikispaces.comhttp://tinyurl.com/neISTElensesThursday, April 25, 13

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