TPACK, SAMR, & ASSURE Models PDF

Click to edit Master title style b y : L L O Y D P S Y C H E T. B A L T A Z A R 1  TPACK Framework Click to edit Master title style T echnological, P edagogical, A nd C ontent K nowledge ▪ a...

Click to edit Master title style b y : L L O Y D P S Y C H E T. B A L T A Z A R 1  TPACK Framework Click to edit Master title style T echnological, P edagogical, A nd C ontent K nowledge ▪ a framework by Mishra and Koehler (2007) that combines the t e a c h e r ’s t h r e e k n o w l e d g e a r e a s : ✓ technological knowledge ✓ content knowledge ✓ pedagogical knowledge 2  TPACK Framework Click to edit Master title style T echnological, P edagogical, A nd C ontent K nowledge ▪ a framework that shows the interconnectedness of the three knowledge areas in making teaching more engaging, relevant, and effective. 3 Click to edit Master title style 4 4 Content Click Knowledge to edit Master title style (CK) is teachers’ knowledge about the subject matter to be learned or taught. this knowledge would include knowledge of concepts, theories, ideas, organizational frameworks, knowledge of evidence and proof, as well as established practices and approaches toward developing such knowledge. 5 5 Pedagogical Click to edit MasterKnowledge title style (PK) is teachers’ deep knowledge about the processes and practices or methods of teaching and learning. It includes knowledge about techniques or methods used in the classroom; the nature of the target audience; and strategies for evaluating student understanding. 6 6 Technology Click Knowledge to edit Master title style (TK) is teachers’ understanding of the function and operation of currently available technology and applications on that technology. It requires a deeper, more essential understanding and mastery of information technology for information processing, communication, and problem solving than does the traditional definition of computer literacy. 7 7 Pedagogical Click to edit MasterContent title style Knowledge (PCK) is the blending of content and pedagogy into an understanding of how particular topics, problems, or issues are organized, represented, and adapted to the diverse interests and abilities of learners, and presented for instruction. 8 8 Technological Click to edit Master Content title style Knowledge (TCK) is an understanding of the manner in which technology and content influence and constrain one another. Teachers need to understand which specific technologies are best suited for addressing subject- matter learning in their domains and how the content dictates or perhaps even changes the technology - or vice versa. 9 9 Technological Click to edit Master Pedagogical title style Knowledge (TPK) is an understanding of how teaching and learning can change when particular technologies are used in particular ways. This includes knowing the pedagogical affordances and constraints of a range of technological tools as they relate to disciplinarily and developmentally appropriate pedagogical designs and strategies. 1010 Click to edit Master title style Technology, Pedagogy and Content Knowledge (TPACK) is an understanding that emerges from interactions among content, pedagogy, and technology knowledge. 1111 Technology, Pedagogy Click to edit Master title style and Content Knowledge (TPACK) It 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 1212 Click to edit Master title style 1313 Click to edit Master title style “ SAMR Model Developed by: Ruben Puentedura (2013) 1414  SAMR Model Click to edit Master title style SAMR is a model designed to help educators infuse technology into teaching and learning. 15  SAMR Model Click to edit Master title style SAMR is a model that supports and enables teachers to design, develop, and infuse digital learning experiences that utilize technology. 16  Substitution Click to edit Master title style It means replacing traditional activities and materials - like in-class lectures or paper worksheets - with digital versions. There is no substantial change to the content, just the way that it is delivered. 1717  Augmentation Click to edit Master title style It involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson. 1818  Modification Click to edit Master title style Students and educators are now moving toward the mastery of technology rather than merely using technology. With modification, students are seeing the benefits of novel uses of technology. 1919  Modification Click to edit Master title style you will ask students to design, create and innovate. For example, LMS integration such as Google Classroom or Microsoft Teams 2020  Redefinition Click to edit Master title style It represents the idea of creating something from the regular item. Technology allows the creation of a new concept that has not been previously conceptualized. 2121  Redefinition Click to edit Master title style For example, virtual pen pals can connect students to other parts of the world, whether it’s with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. 2222 Click to edit Master title style 2323 Click to edit Master title style “ ASSURE Model Developed by: Robert Heinich and Michael Molenda (1999) 2424  ASSURE Model Click to edit Master title style ASSURE model is a guide in crafting an instructional flow that can guide the teacher in integrating appropriate technology and media into the instructional process. 25  ASSURE Model Click to edit Master title style ASSURE model also refers to a systematic approach that the teacher can use when writing an instructional plan. 26 Click to edit Master title style 2727 Click Roles to edit Master title of Learners style in Technology- Enhanced Instruction Contributors – learners can upload materials such as videos, message, add documents, e-books, etc.. 28 Click Roles to edit Master title of Learners style in Technology- Enhanced Instruction Creators – learners can create and produce outputs such as ePortfolio, virtual poster, digital story, journal entries, etc. 29 Click Roles to edit Master title of Learners style in Technology- Enhanced Instruction Communicators – learners can chat with peers, post a reply in a blog, contribute a comment, etc. 30 Click Roles to edit Master title of Learners style in Technology- Enhanced Instruction Collaborators – learners participate in group works such as creating wikis, posting ideas in a forum, etc. 31  Blogging Ideas Click to edit Master title style Reflect on Reading – using blogs, post your reflections on a book that you are assigned to read. 32  Blogging Ideas Click to edit Master title style Picture Prompt – post a blog on your reflection based on a picture. 33  Blogging Ideas Click to edit Master title style Stat! – given a limited time, students post their interpretation of a statistical data. 34  Blogging Ideas Click to edit Master title style DreamOn! – learners can post on their dream destination, profession, life, etc. 35 Click to edit Master title style Web Conferencing Ideas Expert Guest Practitioner – invite somebody who is an expert in a particular field into a web conference. 36 Click to edit Master title style Web Conferencing Ideas Share and Compare – sharing outputs to other groups or students, or other schools. 37 Click to edit Master title style Web Conferencing Ideas Mediated Tutorial – learners can set a tutorial session with an assigned peer. 38