3. TECHNOLOGY IN THE CLASSROOM
PROS
Enables you to experiment more in
pedagogy and get instant feedback.
Helps ensure full participation
Countless resources for enhancing
education and making learning more
fun and effective
Can automate a lot of your tedious tasks
Students have instant access to fresh
information that can supplement their
learning experience
We live in a digital world,and
technology is a life skill
CONS
Technology in the classroom:
Can be a distraction
Can disconnect students from social
interactions
Can foster cheating in class and on
assignments
Students don’t have equal access to
technological resources.
The quality of research and sources they
find may not be top-notch
Lesson planning might become more
labor-intensive with technology
3
4. ADVANTAGES OF TECHNOLOGY
NOW
Summative & formative
assessments automatically
graded
Virtual reality presentations
Adaptive technology so that
all students can demonstrate
their learning
Student histories accessible
THEN
Grading assessments by
hand
Slide show presentations
Students struggle with
learning
Binders of student records
4
6. LEARNING THEORIES
Behavioral Theory: The learning processes should be developed in order from
least difficult to most difficult while integrating the positive principles of
behaviorism (Rias, & Zaman,2011).
Cognitive Theory: The learning subject and the presentation order should be
structured with the objective at the beginning and a sequenced learning
process (Rias, & Zaman,2011).
Constructivist Theory: The multimedia should be developed by combining
new information with existing knowledge (Rias, & Zaman,2011).
Cognitive-Constructivist Approach: Interactivity should be embedded in
the multimedia technology. The approach is also known as student- centered
learning (Rias, & Zaman,2011).
6
11. TIP (Technology Integration Planning)
Model
Thompson & Mishra, 2007
The TIP model gives teachers a general approach to addressing
challenges involved in integrating technology into teaching.
The TIP model serves as a helpful guide on procedures and to
address issues for new teachers and those just beginning to integrate
technology into their classroom.
The TIP has five phases. Determining relative advantage, Decide on
objectives and assessments, Design integration strategies, Prepare
the instructional environment, and Evaluate and revise integration
strategies
11
12. WHAT IS THE TIP MODEL?
• Model designed for teachers,
especially those new to
technology.
• Helps teachers to plan for
effective classroom uses of
technology.
• Composed of five distinct phases.
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13. FIVE PHASES
• Phase 1: Relative advantage
• Phase 2: Objectives and assessments
• Phase 3: Integration strategies
• Phase 4: Instructional environment
• Phase 5: Evaluation and revision
Each phase is accompanied by a checklist of questions to insure effective uses.
13
14. PHASE ONE: RELATIVE ADVANTAGE
• Figuring out instructional problems
• Deciding if a technology-based solution is best
• Ask questions as to the impact of a technology-based solution.
14
15. PHASE ONE CHECKLIST:
• Do I have topics, curriculum objectives, or insights I have difficulty
teaching?
• Are any of the above a good match for a technology-based solution?
• What is the relative advantage of the technology-based solution?
• Is the relative advantage sufficient to justify the effort and expense of
using these solutions?
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16. PHASE TWO: OBJECTIVES AND
ASSESSMENTS
• State desired outcomes in terms of improving students'
• Achievement
• Attitude
• Performance
• Match appropriate assessment strategies to each outcome.
16
17. PHASE TWO CHECKLIST:
• What outcomes do I expect of students after the instruction to
show me they have learned?
• What is the best way for me to assess students' learning (written
tests, products)?
• Do the assessment instruments (tests, rubrics) exist or do I have to
develop them?
17
19. PHASE THREE CHECKLIST:
• Will the instruction be single subject or interdisciplinary?
• Will students work as individuals, pairs, small or large groups,
whole class, a combination?
• Should activities be directed, constructivist, or a combination of
these?
• What strategies should I use to encourage female and minority
student involvement?
• What sequence of activities should I teach?
• Will students have enough time to learn the technologies before I
begin grading?
• Do I have demonstrations of equipment and the software skills
student will need? 19
20. PHASE FOUR: INSTRUCTIONAL
ENVIRONMENT
•Deciding on resources and conditions to support the
activities.
•Put the resources and conditions into place for the best
support.
•Requires the most planning and checking.
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21. PHASE FOUR CHECKLIST:
•How many computers and copies of software do I need to
carry out the activities?
•How many computers and copies of software are
available?
•Over what time period and for how long will technology
resources be needed?
•Do I need to schedule time in a lab or media center? 21
22. PHASE FOUR CHECKLIST CONTD.
• Have I provided for students' privacy and safety?
• Have I made all necessary access provisions for students with
physical disabilities?
• Am I familiar with troubleshooting procedures specific to the
hardware or software?
• Have I built in time to test-run an equipment setup before the
students arrive?
• Have I built in time to back up important files? Have I trained
students to back up theirs?
22
23. PHASE FIVE: EVALUATION AND
REVISION
•Collect information on student achievement.
•Determine if the activities were successful in meeting
outcomes.
•Determine what can be improved for next time.
23
24. PHASE FIVE CHECKLIST:
• Were objectives achieved? What evidence do I have to indicate
success?
• Have I solicited feedback from students about how to improve
activities?
• Do data and comments indicate changes are needed to improve
outcomes?
• Are there other ways to arrange technology resources or activities
to improve results? 24
26. T = TECHNOLOGICAL KNOWLEDGE /
TECHNOLOGY CONTENT KNOWLEDGE
=KNOWLEDGE ABOUT USING TECHNOLOGY
P= PEDAGOGICAL KNOWLEDGE / PEDAGOGICAL
CONTENT KNOWLEDGE = KNOWLEDGE ABOUT
THE SCIENCE, THEORY AND ART OF TEACHING
AND
C = CONTENT KNOWLEDGE = CORE SUBJECTS,
SKILLS AND STRATEGIES
K = KNOWLEDGE
26
27. • Technological pedagogical content knowledge (TPACK) is a framework to
understand and describe the kinds of knowledge needed by a teacher for
effective pedagogical practice in a technology enhanced learning environment.
• In this model there are seven components of teacher knowledge
1.Content
2.Pedagogy
3.PCK (Pedagogical Content Knowledge)
4.TPK (Technological Pedagogical Knowledge)
5.TPACK
27
28. CONTENT KNOWLEDGE (CK)
•Content knowledge (CK) is teachers’ knowledge about
the subject matter to be learned or taught. Knowledge of
content is of critical importance for teachers. It may also
include knowledge of concepts, theories, conceptual
frameworks as well as knowledge about accepted ways of
developing knowledge.
28
29. PEDAGOGICAL KNOWLEDGE (PK)
• Pedagogical knowledge (PK) is teachers’ deep knowledge about
the processes and practices or methods of teaching and learning.
This generic form of knowledge about how students learn, general
classroom management skills, lesson planning, and student
assessment.
29
30. CONTENT KNOWLEDGE (PCK)
• Pedagogical content knowledge (PCK) is knowledge about how to
combine pedagogy and content effectively. This is knowledge
about how to make a subject understandable to learners' covers the
core business of teaching, learning, curriculum, assessment and
reporting, such as the conditions that promote learning and the
links among curriculum, assessment, and pedagogy.
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31. TECHNOLOGY KNOWLEDGE (TK)
• Technology knowledge (TK) refers to an understanding of the
way that technologies are used in a specific content domain. TK
does however go beyond digital literacy to having knowledge of
how to change the purpose of existing technologies (e.g. wikis) so
that they can be used in a technology enhanced classroom.
31
32. TECHNOLOGICAL CONTENT KNOWLEDGE
(TCK)
• Technological Content Knowledge refers to knowledge about how
technology may be used to provide new ways of teaching content.
For example, Viewing the heart as a pump, or the brain as an
information processing machine are just some of the ways in
which technologies have provided new perspectives for
understanding phenomena.
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33. TECHNOLOGICAL PEDAGOGICAL
KNOWLEDGE (TPK)
• Technological Pedagogical Knowledge is an understanding of
how teaching and learning can change when particular
technologies are used in particular ways. It refers to the
affordances and constraints of technology as an enabler of
different teaching approaches. For example online collaboration
tools may facilitate social learning for geographically separated.
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34. TECHNOLOGY, PEDAGOGY, AND CONTENT
KNOWLEDGE
• TPACK is an emergent form of knowledge that goes beyond all
three “core” components (content, pedagogy, and technology).
Technological pedagogical content knowledge refers to the
knowledge and understanding of the interplay between CK, PK
and TK when using technology for teaching and learning. It
includes an understanding of the complexity of relationships
between students, teachers, content, practices and technologies.
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35. CONT..
• TPACK is the basis of effective teaching with technology,
requiring an understanding of the representation of concepts using
technologies; pedagogical techniques that use technologies in
constructive ways to teach content; knowledge of what makes
concepts difficult or easy to learn and how technology can help
students’ prior knowledge and theories of epistemology; and
knowledge of how technologies can be used to build on existing
knowledge to develop new epistemologies or strengthen old ones.
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37. • The triple E is a practical framework that measure the degree to which
the technology in a lesson is helping students meet the learning goals
stop. The framework is based on three components
1. Engagement in learning goals
Students participate in active social learning activities focused on
learning goals
2. Enhancement of learning goals
Students learn through technology and learn in a new way
3. Extension of learning goals
Students experience a natural connection between school and every day
life through technology use. 37
38. TRIPLE E
• A framework for personal and organizational development. The execution of this model is
based on:
1.Want to Have to Need to
2.The triple model is used to purposefully change who you are, where you are going, and how
you get there-Bjom Karlsson.
3.It is based on three pillars:
• Essence
• Evolution
• Execution
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39. PILLARS OF TRIPLE E
• Essence is about the three core elements we consist of. Survival strategy,
Higher Purpose, and Legacy.
• Evolution is about the three elements of change. Continuous Incremental
Improvement, Error Correction, and Survival of the Fittest.
• Execution is about the three underlying drivers that invoke action. Want to,
Have to, Need to.
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40. Triple E framework is a five step process:
1.Define learning goals
2.Select an appropriate technology tool
3.Engage students with the tools by having them be active and social
learners
4.Connect what students are learning with real world tasks and contexts.
5.Technology tools are used in class in way to connect with real work
tasks and contexts.
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41. REFERENCES:
Babiker, M. E. A. (2015a). For effective use of multimedia in education, teachers
must develop their own educational multimedia applications. Turkish Online
Journal of Educational Technology –
TOJET, 14(4), 62-68. Retrieved From
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com.lop
es.idm.oclc.org/login.aspx?direct=true&db=eric&AN=EJ1077625&site=eds-
live&scope=site
Common Sense Education. (2016, July 12). What is the SAMR Model? [Video File].
Retrieved from https://youtu.be/9b5yvgKQdqE
Common Sense Education. (2016, July 12). What is the TPACK Model? [Video File].
Retrieved from https://youtu.be/yMQiHJsePOM
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42. REFERENCES
Harris, Jo. (2014, February 21). A Brief Overview of 4 Learning Theories [Video File]. Retrieved from
https://youtu.be/ACowHxGEAUg
Himmelsbach, V. (2017). Education technology. Retrieved from https://tophat.com/blog/6-pros-cons-
technology-classroom/
Kolb, L. (2017). Learning first, technology second. International Society for Technology in Education:
Portland, OR.
Kolb, L. ( 2017, April 19). Triple E Framework Introduction [Video File]. Retrieved from
https://youtu.be/ySAhSuSQItE
Dr. Ruben Puentedura, educational consultant
Video: What is SAMR?https://www.youtube.com/watch?v=us0w823KY0g
Rias, R. M., & Zaman, H. B. (2011). Designing multimedia learning application with learning theories: A
case study on a computer science subject with 2-D and 3-D animated versions. Asia-Pacific Forum On
Science Learning & Teaching, 12(2), 1-32. Retrieved from
https://lopes.idm.oclc.org/login?url=http://search.ebscohost.com/login.aspx?direct=true&
db=ehh&AN=73182463&site=eds-live&scope=site
Triple E Framework. (n.d.). Triple E framework. Retrieved from http://www.tripleeframework.com/about.html
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