This exercise took a while as I was unsure of the requirements of the task regarding depth, word length, etc. Anyway this is it and hopefully I'm on track!
Outline
and discuss the features of TPACK & SAMR giving examples of their
application in teaching and learning. Read 'The iPad - What It Should and Shouldn't Be for Education'.
Consider this blog post in terms of TPACK & SAMR. Do you agree / disagree
with the author? Explain.
TPACK
is a framework to support teachers in deciding how content knowledge, pedagogical
knowledge and technology knowledge culminate to achieve the best outcomes for
students. TPACK explains how all three of the components relate and support
each other.
Content
is the knowledge, concepts and skills, to be taught. Pedagogy involves the
strategies and methods for teaching content, i.e. how best to deliver that
content effectively to support learners. Technology is the digital and non-digital technologies and tools used to teach.
An effective
teacher knows content, understands how best to teach that content to their
students, and can select and use
appropriate technology to
effectively deliver the content of the lesson, within the context variables of specific
learning environments, e.g. primary, secondary, tertiary.
TPACK
is complex and involves many considerations according to the educational
environment and situation present. However, all three components are integral
to effective learning and must change and adapt over time. Developments in ICT
have allowed for content to be taught in new ways that engage and support students
with learning, as well as new ways to assess students and report findings, etc.
Keeping up with technology and integrate it effectively, in ways that inspire
and create, is one of the many challenges that face teachers today.
The
SAMR has four levels to assist teachers integrate
technology into teaching and learning.
Substitution: technology is replacing an earlier
technology/tool without any real change in the tool’s function, e.g. writing a
story using pages or notes on an iPad.
Augmentation: technology is replacing an earlier
technology/tool with functional improvements, e.g. students using embedded
tools like spellcheck, dictionary, and thesaurus.
Modification: technology enables the redesign of the task,
e.g. students add writing to a blog, a wiki or shared Google apps to be worked on
collaboratively with the teacher and other students.
Redefinition: technology allows for the creation of new
tasks, previously inconceivable without technology, e.g. collaborate globally
on a common writing task or project, research and share findings via Skype and
blogs, etc.
When
applying the SAMR model the goal is for educators to integrate technology at
modification and redefinition levels in their teaching and professional
learning. Using technology at the first two levels of the SAMR model may
enhance the learning experience for the learning through the use of new
technology. However, applying technology at the levels of modification and
redefinition can transform the educational experience for both teacher and
learners.
I do agree with most of what was expressed by the author
in the blog, 'The iPad - What It Should and Shouldn't Be for Education'. Today,
interaction
with multimedia is definitely the way our youth experience the world. Exposure
to multimedia from an early age means they aren’t afraid to explore and
experiment with different apps and, as a result, learn as they interact and
trial the features of apps. The
integration of iPads definitely engage students and this aspect makes
them valuable tools as there are too many disengaged students in the classroom.
The technology learning journey can provide opportunities for combined teacher
and students to learn together. However, as outlined in the TPACK model, to
successfully integrate technology, pedagogy and content, there needs to be a
level of teacher and learner competence in the use of technology.
According to the SAMR model, initial use of iPads with my students has
been be at substitution and augmentation level, but I think this serves the
purpose of teachers and students developing skills in the use for an iPad. As I
improve my knowledge and skills in the use of iPad apps I will have the
confidence to move from student learning tasks at the substitution and
augmentation levels through to learning tasks at modification and redefinition
levels. In this way I can better support
my students in their learning experiences with iPad apps.
I agree that the versatility of the iPad makes it an ideal technology
for the classroom. An iPad has a diverse range of applications and, being a
single device that can replace several others previously required for a task,
is an ideal tool for any classroom. With the financial constraints that exist
in schools today, making purchases and funding maintenance issues in technology
require much research and planning. This
makes the purchase of sufficient iPads as a viable technology in schools very challenging.
Therefore, I agree that whilst it would be ideal to have many iPads in every
school today, it isn’t practical. In our school iPads will be slowly integrated
as part of the technological tools to be added to the current technology used.
Therefore, this allows time for teachers to develop knowledge and skills in the
use of iPads whilst continuing to use familiar technology in new ways, e.g. to
blog and Skype.
