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.

1. Lenses for Learning Sara Wilkie
website: http://balancedtech.wikispaces.com
email: saraswilkie@mac.com
Twitter: @sewilkie
Eyelenschrisbb@prodigy.net
Thursday, April 25, 13

2. Opportunities
In Overalls
“Opportunity is missed
by most people
because it is dressed in
overalls and looks like
work.” Edison
Sara Wilkie
Twitter: @sewilkie
email: saraswilkie@mac.com
website: http://balancedtech.wikispaces.com
Thursday, April 25, 13

3. Getting Started...
• High 5!
• Draw a Number!
• Post a Q!
Thursday, April 25, 13

4. Don’t Blink!
http://onlinelearninginsights.wordpress.com
www.lowcostholidays.com
Thursday, April 25, 13

5. http://balancedtech.wikispaces.com
Promises, Promises...
Thursday, April 25, 13

6. http://balancedtech.wikispaces.com
And More Promises...
Thursday, April 25, 13

7. www.reicheltplumbing.com
www.reicheltplumbing.com
Thursday, April 25, 13

8. Think Time: a limited resource
Where are we investing ours?
Where are we asking kids to invest theirs?
http://www2.hiren.info
Thursday, April 25, 13

9. World-wide
Unlimited
Amplified
Connected
Multi-modal
Challenging
Accessible
Meaningful
Collaborative
Authentic
Relevant
On-going
Real
Engaging
Provocative
What’s the Difference?
A. How should technology
resources be integrated into
the curriculum?
B. How should curriculum be
designed to take advantage
of the unique capabilities of
technology?
Thursday, April 25, 13

10. • TPaCK
• SAMR
• Others...
Lenses
for Learning
ocw.upc.edu
Thursday, April 25, 13

11. PCK Shulman
Pedagogical
Knowledge (PK)
Pedagogical Content
Knowledge
PCK
Content
Knowledge (CK)
Thursday, April 25, 13

12. Koehler & Mishra
Pedagogical
Knowledge
Content
Knowledge
Technological
Knowledge (TK)
TPaCK
Thursday, April 25, 13

13. Technological KnowledgeTK
www.anandtech.com
Thursday, April 25, 13

14. TK Technological Knowledge
Thursday, April 25, 13

15. Online Discussions
Thursday, April 25, 13

16. Online Discussions
Please post
in chat window
Thursday, April 25, 13

17. Online Discussions
Please post
in chat window
Thursday, April 25, 13

18. http://www.tpck.org/
Contexts
Contexts
Thursday, April 25, 13

19. Online Discussions
• asynchronous, anytime, anywhere
• participatory - more students can participate
compared to a f2f class discussion
• equal opportunity for students to express
themselves
• increased participation, especially moderated
discussion, can lead to a greater sense of class
community
• can change dynamics of writing assignments
• changes dynamics of who has knowledge
(ClassBrain)
• accountability & assessment - easy to document
who has contributed and what they’ve shared
• less threatening for some students than speaking
in front of peers
• “wait time” is built in
• easier to cite previous discussions when building
on ideas
• many students do not like to write or have difficulty
writing (consider a wider set of media for student
“writing”, making it multimodal)
• kids need direct instruction, practice, and feedback
to become quality contributors. This is not natural at
first. Without instruction and opportunities to practice,
peer critics may not be nice or offer worthwhile
feedback
• can’t see others facial expressions, body language or
hear verbal cues
• can be overwhelming if multiple assignments or too
many posts are due - this might lead students to
disengage or contribute more superficially
• without instruction, students are likely to write to
instructor, not each other, creating a teacher-centric
discussion
Thursday, April 25, 13

20. http://balancedtech.wikispaces.com
Where/How Does It Fit?
Thursday, April 25, 13

21. http://www.tpck.org/
Thursday, April 25, 13

22. Thursday, April 25, 13

23. • TPaCK
• SAMR
• Others...
Lenses
for Learning
contactlenses.phihongdesign.com
Thursday, April 25, 13

24. Thursday, April 25, 13

25. SAMR Ruben Puentedura
Students type essay
instead of write on paper
Students type & use features
of word processor to spell
check, edit & revise
Students write collaboratively on
Google Doc, using multimodal
representation of ideas &
understanding, and peer editing
Students use real-time
collaborative construction site,
inviting global peers & field
experts to co-create, revise,
strengthen & publish PSA for world
http://www.hippasus.com/resources/tte/
Thursday, April 25, 13

26. SAMR Ruben Puentedura
Reading a web page with
text and images, instead
of reading from a textbook
Taking digital notes and
embedding links to
examples, resources and
interactive models
A multimodal
collaborative glossary
Current Events 2.0
http://www.hippasus.com/resources/tte/
Thursday, April 25, 13

27. SAMR Ruben Puentedura
use noteshare, wiki or blog to
access links to original works,
critical commentary, books about
Shakespearean stage, YouTube
clips of classical performances
to below, add links to Flckr &
Twitter Shakespeare groups and
interactive blogs where students
dialogue w/ Shakespearean
directors & actors around world
to below, add links to visualization
tools such as Wordle, Tagzedo, or
Many Eyes to help students create
word visual studies to better
understand complexity of text
students use GoAnimate,
Xtranormal or other software to
stage MacBeth for a global
audience
http://www.hippasus.com/resources/tte/
Thursday, April 25, 13

28. SAMR Ruben Puentedura
Using PhotoStory or some other media,
student groups collaborate to create digital
stories of their books. These stories are
posted and tagged in a tweet to the original
author, who provides feedback to students
Using Edmodo, students engage in digital
socratic seminars with peers in other
classrooms; group documentation includes
audio reflections & visual representations of
student roles, as they related to text.
students consider & reply to the posts of their
peers, making one connection to their own
reading and posing one question about the
text; teacher asks students to provide
evidence from the text to support their
connections
students log into Edmodo and
respond to reflection questions
posted by their teacher about a book
they just finished reading in class
http://www.hippasus.com/resources/tte/
Thursday, April 25, 13

29. Application of Apps
Thursday, April 25, 13

30. Application of Apps
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31. Thursday, April 25, 13

32. jameswoodward.wordpress.com
Thursday, April 25, 13

33. http://balancedtech.wikispaces.com
http://www.flickr.com/photos/brainfarts/97676505/
Thursday, April 25, 13

34. - Chip & Dan Heath, Switch
Change is a process...
not an event.
naturetimenaturetime.wordpress.com
Thursday, April 25, 13

35. • TPaCK
• SAMR
• Others...
Lenses
for Learning
land.beachheadmarketing.com
Thursday, April 25, 13

36. http://www.unity.net.au/allansportfolio/edublog/?p=324
Thursday, April 25, 13

37. Higher Order Thinking
Engaged Learning
Authentic Connections
Technology Use
Thursday, April 25, 13

38. NovemberLearning.com
Thursday, April 25, 13

39. Sara Wilkie
Twitter: @sewilkie
email: saraswilkie@mac.com
website: http://balancedtech.wikispaces.com
http://tinyurl.com/
neISTElenses
Thursday, April 25, 13