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Technology in the Service of Learning - SAMR, TPACK, & 21st Century Skills

This presentation includes descriptions and linked resources for using the SAMR model, the TPACK framework and notions of 21st century teaching and learning skills. Examples are included to illustrate.

Jim Cash

on 20 June 2016

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Transcript of Technology in the Service of Learning - SAMR, TPACK, & 21st Century Skills

"...I am convinced that the best learning takes place when the learner takes charge."
Seymour Papert, 1993
"Technology in the service of learning"
Technology in the Service of Learning
Resolution #3 from the UNESCO "Global Policy Forum on Learning: Back to Learning, 5 July 2011"
The SAMR Model
My Learning Task: 7 TPACK Domains
Task: classify this knowledge into one of the TPACK domains
Guiding question: "Which domain of knowledge best characterizes each of these publications?"
Helped me to analyze each domain as a separate kind of knowledge/skill
TPACK Framework
Teachers/educators are designers
Seven domains of knowledge, each related but different
Useful thinking tool when designing learning tasks
Mishra & Koehler have a broad definition of technology
21st Century Teaching & Learning
Wide variety of conceptions, nothing new
"Digital native" vs. "Digital immigrant" myth (re: competencies)
Constructivist approaches (knowledge is actively constructed by the learner rather than imparted to them ready made)
4Cs, 6Cs, fluencies
SOURCE: http://www.unesco.org/new/en/education/themes/strengthening-education-systems/quality-framework/technical-notes/key-resolutions-of-2011-global-policy-forum-on-learning/
Multiple perspectives - father, teacher, student
Resource teacher "ITRT"
Build capacity, share, connect
Constructionist educator
Guiding questions in my work:
How are students being supported to take charge of their learning (a.k.a. self-regulation, autonomous learning, life-long learning)?
How can technology be used effectively in the service learning?
How are students being supported to make their thinking and learning visible?
How can technology support the creation, sharing, discussion, and critical analysis of ideas, reflections and learning artifacts?
Link to Prezi: http://goo.gl/uZYQFh
A word processor replaces a pencil and paper language arts task such as writing an essay response to a story or book.
A word processor + text-to-speech system are used to replace and improve the essay response writing task
(e.g., Premier Talking Word Processor).
A word processor and text-to-speech system are used to replace and improve the essay or narrative writing task. The writing is shared using a blog so that students can receive feedback from multiple peers in order to make edit cycles richer.
Instead of a written task, such as a response essay, students convey deep analytic thought using media text creations such as a video production.
An IWB is used to support a Bansho approach to the analysis and consolidation of student problem solving.
An IWB replaces chart paper and markers so that students can communicate and explain their solution to a math problem.
Original Task: Essay-style written response to story, play, article, etc.
Original task: Chart paper and markers are used by students to communicate their solution to a math problem.
Use his/her own device, students create on on-going "problem solving strategies" e-portfolio. Example problems, reflections, & connections are included.
Students share their thinking to a class Math Blog where they can interact with other students and reflect/discuss their problem solving.
What it is
Designed to be simple
Specific, task-based use
Easy to understand & use
Can be applied to different contexts (e.g., instructional vs. learning)
What it is not
Complex and cumbersome
Generalizable to teacher, class, school, school board
A way to classify apps or technology tools
SAMR Model created by Ruben R. Puentedura
Excellent TPACK presentation by Mishra & Koehler
(Mishra & Koehler, 2006)
TPACK image reproduced by permission of the publisher, © 2012 by http://tpack.org
Connect with me!
Link to this Prezi:
Concept mapping software allows for illustration and links to other levels where experiments are explained.
Concept mapping software is used a replacement for paper/pen/marker version.
Original task: Create concept map demonstrating understanding of the properties of matter.
Using Minecraft, students model three states of matter (using each other as molecules). Minecraft activities can be recorded as a video. Reflection, too.
Concept maps are graphic portion of a blog post in which students write learning reflections as well as post comments and discuss peer learning.
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