TPACK, SAMR, Citizenship.pptx
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The document provides an overview of the TPACK framework for integrating technology, pedagogy, and content knowledge in teaching. It explains the different components of TPACK - technological content knowledge, technological pedagogical knowledge, pedagogical content knowledge, and technological pedagogical content knowledge. Examples are given of how each component can be applied, such as considering which technologies best suit the subject matter or how teaching can change with the use of technology. The document concludes by stating that effective technology integration in teaching requires understanding how to deliver content using appropriate technologies and best practices.
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TPACK, SAMR, Citizenship.pptx
- 1. TPACK
- 2. Let's Get Technical Diving into technology https://upload.wikimedia.org/wikipedia/commons/1/1b/ManDiving.jpg
- 3. TPACK
- 5. Content Knowledge (CK) Knowledge of the standard and content of the subject matter Things to consider: -concept -themes -ideas
- 6. Pedagogical Knowledge (PK) Knowledge of how students will learn the content; Understanding the process and practice This includes: -understanding how students learn -general classroom management -lesson planning -student assessment
- 7. Technical Knowledge (TK) Knowing how to incorporate technology within your lesson Things to consider: -Is the technology piece a good “fit” for this lesson?
- 8. Pedagogical Content Knowledge (PCK) Interprets the subject matter and finds multiple ways of representing it while altering students’ misconceptions and background knowledge.
- 9. Technological Content Knowledge (TCK) Understanding how technology and content influence one another. Things to consider: ● Which technology device/tool would aid or demonstrate in students’ learning? ● Which technologies are best suited for the subject matter you are teaching?
- 10. Technological Pedagogical Knowledge (TPK) An understanding of how teaching and learning can change with the use of technology.
- 11. Technological Pedagogical Content Knowledge (TPACK) Effective teaching with the use of technology Requires an understanding of ● how to deliver content using the appropriate technologies ● best practices (pedagogy) that use technologies in constructive ways to teach content ● knowledge of how technology can help address student learning challenges ● understanding of students’ prior knowledge and how technology can be used to extend up on it
- 12. TPACK GAME
- 13. Activity type Brief description Possible technology Answer questions Students respond to questions posed by the teacher, peers, or the textbook Discussion board, wikis, whiteboards, quiz and polling software, ebooks View presentation Students gain information from teachers, guest speakers and peers Presentation software, note taking tools, audio/video recorders, whiteboards, concept mapping software Group discussion In small to large groups, students engage in dialogue with their peers Discussion forms, blogs, wikis, chat rooms Table is an extract of activity types developed by Harris & Hofer (2009) Easy Ways to Transform Your Lessons
- 14. Let’s TPACK!
- 15. Using the planning tool, let’s see how Mr. Clark incorporated TPACK into his lesson plan.
- 18. SAMR
- 19. So let’s take a quick self assessment, on your use of technology in the classroom https://goo.gl/Tc2J8a
- 20. WHAT IS THE SAMR MODEL? Substitution Augmentation Modification Redefinition
- 21. SAMR What it is…. ● Integrating technology into daily practices that is MEANINGFUL and PURPOSEFUL What it is NOT ● Randomly adding technology to say it’s being used…..
- 22. Substitution The new technology replaces the old task but does NOT change the assignment. Questions to Ask ★ What will I gain by replacing the old task with integrating the new technology?
- 23. substitution to Augmentation Technology is still a substitute but you start understanding and using the functions of the tech you substituted. Questions to ask ★ Have I added an improvement to the task process that could not be accomplished with the older method at a fundamental level? http://www.techshout.com
- 24. augmentation to modification Technology is used to redesign parts of the task. Question to ask ★ How is the original task being modified? ★ Does this modification fundamentally depend upon the new technology?
- 25. modification to redefinition When technology is used to create a whole new task that previously was unavailable. Questions to Ask ★ What is the new task? ★ Will any portion of the original task be retained? ★ How is the new task uniquely made possible by the new technology?
- 28. SAMR Activity
- 31. Click on a sticky note, type in your definition and send! Use symbaloo link to access website
- 32. What is Digital Citizenship? The norms of appropriate responsible behavior with regard to technology use.
- 34. Jigsaw Questions 1.What is your element? 2.Why is your element important? 3.Brainstorm a scenario of how your element would apply to the school or classroom environment.
- 35. Have you shared anything online Recently?? What was it? ● Tweet ● Photo ● Video ● Music ● Article ● ???
- 36. Share on What did you share online? Did you create it or did someone else? Do you know who created it??? Click here on the Symbaloo mkhmarketing.wordpress.com
- 37. Respecting Creative & Intellectual Property “Students live in a digital culture where information is easily and instantly available, inspiring them to participate in it. They can easily copy and paste text, images, video (and more) from the Internet and use this content in a variety of ways.” - Common Sense Media
- 39. Copyright and Fair Use ● Students often believe that if it is on the Internet, it is free to use however they like. ○ Plagiarism ○ Copyright Infringements ○ Piracy ● Responsible digital citizenship includes: ○ Understanding and respecting copyright ○ Citing sources properly ○ Having knowledge of Fair Use, Public Domain, and Creative Commons License ● Teaching resources
- 40. Resources ● Google Search - filter results to find images, videos, or text that you have permission to use with an Advanced Search filter called "usage rights" ● Google Scholar - creates a formatted citation of the documents for students to insert into their paper. ● Creative Commons - a nonprofit organization that operates to expand work that the public can utilize freely for sharing, repurposing, and remixing. ● NC Wise Owl - A free research program from NCDPI
- 41. Thank you for your time and participation! As your exit slip, please take a 3- 2-1 on today’s presentation.
- 42. Integrating technology into your classroom 3 2 1
- 52. Before we get started please complete these three tasks: 1. Log into your email and click on the link for the symbaloo and the interactive agenda so we can use it today. 2. Complete the self-assessment on your use of technology in the classroom. https://goo.gl/Tc2J8a 3. Explore the interactive agenda.
Editor's Notes
- Introduction
- Dont be scared… stick with it to get the reward Gummy bear activity
- 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. It is an extension of pedagogical content knowledge (PCK) a term coined by Shulman, who defined it as the integration and interrelatedness of the pedagogical and content knowledge teachers need in their classroom practices. The concept of technology was added to emphasize that technology should not be learned in isolation, but in tandem with pedagogical and content knowledge. It is important for teachers to realize that technology integration should not cause instruction to shift away from the content or quality teaching. The tools are not the goal… student learning is the goal. It would be helpful to emphasize the fact that teachers already do content knowledge and pedagogical knowledge well (to ease anxiety about this new information)
- Questions teachers should ask themselves: What is the standard? What are the major concepts I need to teach? What may be some students misconceptions? What do my students need to be able to do in order to be accomplished on this standard?
- This is the knowledge teachers have of Instructional practices and assessments… examples: “think pair share” , PBL, whole group discussion Things for teachers to ask themselves: How am I going to deliver this lesson? How will I “hook” my students? How will I assess students understanding of the knowledge?
- This is a teacher’s knowledge of how to select and use technology to integrate the use of technology Not just technology but quality of the content
- TPACK also emphasizes the new kinds of knowledge that lie at the intersections between them, representing four more knowledge bases teacher’s applicable to teaching with technology: PCK is the first of four “new” kinds of knowledge that teacher will use to design effective instruction. How to take the content and effectively teach students the skills. -Different learning styles -Scaffolding PCK 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.
- TCK addresses the knowledge teachers need in order to understand the way in which technology and content influence and constrain each other. Teachers must choose and manage technology for students based on the content they are teaching. How can I choose the tool for collaboration? Help exploration of the scientific method? We may want to give some specific examples? Or do a quick activity where they match up the content with the most appropriate tool? Example: A middle grades ELA teacher would recognize that SplashMath is not an appropriate tool for use in her classroom.
- This includes understanding the benefits and constraints of particular technological tools as they relate to pedagogical strategies. Teachers must consider the whether the tools are developmentally appropriate and whether they fit with best practices. Example: Kindergarten teacher chooses Raz-Kids for use during reading block because of its developmentally appropriate texts, ease of use, and interactive rewards system that will engage students and encourage reading. This teacher is using her TPK to choose an appropriate tool for her students.
- Tools enhance teaching and student learning. Content and then layer in technology. Technology is just a part of teaching. It is integrated with the content and pedagogy no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching. This is why it is important for teachers to have the knowledge and understanding of all three so that they can successfully design instruction to meet the needs of their students. How one teacher integrates technology will not necessarily work for the class next door. Technology integration is not a “one size fits all” kind of thing. Knowing a long list of technological tools, websites, or apps is not enough. Teachers need to understand how these three areas of teaching work together to make an effective classroom.
- We will have two rounds. Round 1: Content and pedagogy As a group, select one card from the content and pedagogy cups. Discuss how a lesson would look using that content and pedagogical method. If no one knows the content no worries, put it aside until you have a subject expert in that area. This emphasizes that there is specific knowledge needed for particular contents as well as the fact that not all pedagogical strategies will apply to all content areas. Round 2: All three. As a group, select one card from each of the three cups. Discuss how a lesson or unit would look using all three. If technology doesn’t support it then don’t use it. Find a new one that “fits”.
- These are some quick examples of specific activities we do in the classroom that can easily be transformed with technology. Think of a typical activity you do in your class. How can you transform it using technology? Click on “Easy Ways” to bring more examples
- Click on the blue circle to pull up the Google Document. This is a TPACK planning guide to help teachers when creating lesson plans. It includes excellent questions they can ask themselves when planning a lesson involving technology.
- Click on the picture to bring you to the website. Introduce the TPACK planning tool to break down this lesson. (Bring enough copies for everyone to have their own planning tool) Figure out what browser to show this in
- Click on the picture for an interactive activity game. The difference between using technology in the classroom and integrating it within a lesson. Focusing on the content and the pedagogical knowledge is the most important. The use of technology should be a tool to aid in the learning.
- Last thoughts about TPACK… Before choosing a tool ask yourself these four questions. If your answer is no to any of the questions then that particular tool will not be beneficial for that particular task/standard.
- Click link on symbaloo page
- A model that is designed to help teachers integrate technology into their teaching and learning. To help transform learning for a better experience for students.
- It is not=>Using the compter to reinforce topics meaningful;Students using the internet for information;Turning in homework in word-processed form;PowerPoint to make all presentations to my class Meaningful and Purposeful=> Wiki discussions; Google Earth Tours; Hyperdocs; Creating a video;
- The task ( writing) is the same but the tools are different. Can the task be completed without technology. Ex. Writing an essay, story, play, using Google docs/word
- still in the substitution mentality but this time with added functionalities. Using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud. How can using technology make the task more efficient and flexible? Ex. Use Google doc with the tools such as inserting comments, spell check, research feature
- The level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task. How can technology transform the learning experience? Ex. Writing piece essay shared as a blog(this will allow students to collaborate and give feedback)
- If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills. "Redefinition means that students use technology to create new tasks. A way to redesign the old microsoft task would be when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they use the voice comments to discuss the differences they noticed and then embed this in the class website. How can the technology change/ transform the original task into a new task? Ex. Written task can be transformed as media/video presentation.
- Substitution:Tech is a substitute, Augmentation: Tech adds functional improvement, Modification: Significant task redesign(You have to have technology to complete the task), Redefinition: Original task has been redesigned by technology It would be nice here to have the teachers describe how each picture or cup of coffee has changed and use there answers to compare with the next 4 slides. Take a screenshot of each cup of coffee and placed in the correct slide
- Briefly talk about how SAMR and Bloom’s can be coupled together to help with teachers move beyond the lower levels of SAMR as well as low cognitive skills. You could turn this into a short discussion activity?? Stress that we should be reaching modification and redefinition most of the time. We are sometimes going to need to use substitution and use augmentation.
- Linoit Teacher will go in and put their definition of what they think digital citizenship is After teachers respond, discuss their responses
- Discuss these questions with the teachers, have them answer the questions as a group. Too often we are seeing students as well as adults misusing and abusing technology but not sure what to do. This is important because it may come back to affect students later on in life… colleges may search them, etc. Ask teachers to take a minute to Google themselves.
- Jigsaw with posters--each group will read the information for their element and share with the whole group. Summarize the information Why is this element important? Brainstorm a scenario of how this element applies in the classroom. Intro: The elements provide a framework for understanding the technology issues that are important to educators. They should be used to identify current areas of need in a school or district technology program, as well as emerging issues that may become increasingly important in coming years. The nine elements provide a lens that technology leaders can use to focus their understanding of digital citizenship issues. Students are already using these technologies; now, school leaders and teachers need to provide them with resources for using them appropriately. The nine elements are not simple, stand-alone issues. They relate to each other in a dizzying variety of ways.
- We have talked about what being a good digital citizen looks like for our students. Let’s think a minute about ourselves. Who shared something online today? What was it? Share with the group.
- On your Symbaloo page, click on the Today’s Meet tile. Put in your name and click join. Share with the group what you posted online. Was it a photo? A joke? A recipe? Did you create it or someone else? Do you know who created it? Did you give them credit for their work? Purpose for Today’s Meet was to emphasize the rules and consequences on social media are very different than the school and professional world
- Take a moment to read the quote from Common Sense Media. Our students live in a digital culture. They are used to having all types of creative and intellectual work right at their fingertips. Many students believe that if they find it online, they have the right to use it. Copying and pasting is commonplace when using the Internet. It is our job to teach our students about plagiarism, copyright, and fair use. Let’s watch this short video to get a better understanding. Share that Tiffany still has college students copy and pasting assignments
- We have to remember that our students spend most of their time writing and creating in a digital environment that doesn’t follow the same rules as the academic and professional world. According to Wishpond Technologies, there are more than 250 billion photos uploaded on Facebook. On average, 4.75 billion items are shared by users each day. Although often times attribution is built in, social networks like Facebook and Tumblr rarely have any consequences for plagiarized material. Generally, the worst that happens is a post is taken down. Students need to understand that in the academic and professional world, plagiarism can have much worse consequences - from failing an assignment, to expulsion, to damaging your career. On Symbaloo there are two tiles linking to teaching resources. Kathy Schrock has links to a number of helpful links and the website teachingcopyright.org has a lot of good materials to help you help your students understand the ins and outs of copyright, fair use, public domain, and Creative Commons license.
- We are going to take a look at 3 resources that will help your students find materials that are legal to use in their work. Everyone knows about Google search, but let’s take a look at some of the advanced features Google offers to help with copyright. On your Symbaloo, click on the Google Images tile. Type in an item you want to search for. Click on search tools and then usage rights. Choose the level of usage rights. Be sure to check the rights on the photo as well. Next, go to the Advanced Google Search tile. You can do the same thing here and get broader results than just photos. Next go to the Creative Commons Tile. Creative Commons is a non-profit organization that gives someone a venue to create and share work with the public with conditions if needed. It is not an alternative to copyright. It works alongside copyright. Go to the search box and explore some of the materials available. Notice the check boxes if you want to use for commercial use or change the item. Finally, NC Wise Owl has an extensive list of weblinks to copyright friendly resources. Take a moment to explore these resources.
- 3 things you learned 2 things youre going to implement in your class 1 question you still have
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Schools ignore or overlook the digital needs of disenfranchised groups, teachers fail to accommodate students who do not have access to technology Appropriate: District admin words towards providing technology for all students within their schools, technology leaders provide technology for students to use in school and out (ex: one-to-one laptop program) (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Students text during class time, students use text messaging and email shorthand for class assignments when asked to give complete answers, students use text messaging to cheat on tests Appropriate: Students and teachers use digital communication devices when they will not interrupt what is goin on in the school or classroom, digital communication technologies such as social networking sites are used to support student activities in the classroom, such as sharing ideas or writings with others, teachers use blogs to inform parents of classroom activities (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Students use cell phones to text in class on topics that are not class-related, students communicate on a social networking site without knowing the rules or responsibilities Appropriate: Students work with their teachers to understand what information can be shared from their cell phones or netbooks and when it is appropriate to do so, When communicating in a chat room, users learn the rules of the group before becoming involved in the conversation (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Students purchase goods online without knowing how to protect their identify, students don’t realize that poor online purchasing practices can lead to poor credit ratings Appropriate: Students become informed consumers so they can safely purchase items online, students spend the time to research what they want to purchase, then take the time to identify “safe” sites with the best prices (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: students use material from the internet without properly citing the source, students violate their school’s AUP because they view it as unfair Appropriate: Students cite websites or other digital media sources when using information for class projects, educators inform students of their rights when using digital technologies, but also instruct them on their responsibilities (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Students choose alternative educational opportunities because their school or district does not offer online classes or a distance education program, teachers don’t provide resources and materials that students can get from digital sources Appropriate: students take online courses (or mixed delivery) that are designed to keep them interested in the material, teachers use digital technologies in new and innovative ways, such as creating content for the web that can be accessed by students away from the classroom (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: students download copyrighted music from social networking or file-sharing sites, students scripting (using computer code) to bypass firewalls or other network protection Appropriate: students understand what can be downloaded without charge and what is considered copyrighted material and should be paid for, students inform an adult of others sharing nude or semi-nude photographs (sexting). (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Teachers or students fail to maintain current software updates or patches that protect their computers from viruses and exploitation, students fail to protect their identity when using email, social networking, or text messaging Appropriate: Users take the time to make sure their virus protection and firewalls are properly updated and configured to protect personal information, teachers and parents talk to students about the dangers of providing information to anyone over the Internet (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)
- Click on green button to go back to nine elements of digital citizenship page Inappropriate: Administrators and teachers ignore the possible harmful physical effects of technology on students, Teachers do no model proper ergonomics when using technology Appropriate: Technology leaders learn how to promote health and wellness with technology, teachers model digital safety in their classrooms and expect their students to do the same (http://www.iste.org/docs/exceprts/DIGCI2-excerpt.pdf)