ICT+Models

=SAMR and TPACK = toc Diigo links to resources for ICT MODELS, SAMR and TPACK. [] [] []

The below is a blog post from [|Ruben R. Puentedura's Weblog]

Ongoing thoughts on education and technology. " As We May Teach: Educational Technology, From Theory Into Practice " While the specific software and examples have been selected to be particularly useful to Maine educators, I hope these podcasts prove useful to educators in other places. If you have any thoughts about the podcasts, post them in the comments — I really would like to hear from you. //TPCK - Technological Pedagogical Content Knowledge// AACTE (Eds.) //The Handbook of Technological Pedagogical Content Knowledge for Educators//. New York:Routledge, 2008. || **The SAMR Model:** Ruben R. Puentedura. //Transformation, Technology, and Education//. (2006) || John D. Bransford, Ann L. Brown, and Rodney R. Cocking (Eds.) //How People Learn: Brain, Mind, Experience, and School//. (1999) Education Resources Information Center || **CK Examples:** //Science Daily// //Institute of Historical Research - Reviews in History// || //National Council of Teachers of Mathematics - Lessons and Resources// //Center for Applied Linguistics - CALdigests// || **TK Examples:** //Apple iLife Support// //EDUCAUSE Learning Initiative - 7 Things You Should Know About...// || //The Sloan Consortium - Effective Practices// //Education & Information Technology Library// || **TCK Examples:** //Harvard-Smithsonian Center for Astrophysics - MicroObservatory// //VisualComplexity// || William Shakespeare. //The Tragedy of Macbeth//. //Flickr Shakespeare Group// //Many Eyes// //UpStage// //Macbeth in Second Life// || **TK+SAMR Examples:** //GeoGebra// //NetLogo// ||
 * **//TPCK and SAMR - Models for Enhancing Technology Integration//** ||
 * **The TPCK Model:**
 * **PK Examples:**
 * **PCK Examples:**
 * **TPK Examples:**
 * **SAMR Examples:**
 * **TPCK+SAMR Examples:**

Prof. Wyn Kelley: //MIT OpenCourseWare - 21L.003 Introduction to Fiction//

Prof. Oded Meyer: //Carnegie Mellon Open Learning Initiative - Introduction to Statistics//

Prof. Edward L. Ayers: //Virginia Center for Digital History at the University of Virginia - The Rise and Fall of the Slave South//

Prof. Jon Beasley-Murray: //University of British Columbia - Murder, Madness, and Mayhem: Latin American Literature in Translation// || = = MacEachren, Alan. //How Maps Work//. New York: Guilford Press, 1995. || **PCK:** Monmonier, Mark. //Mapping It Out//. Chicago: University of Chicago Press, 1993. || //Making Maps: DIY Cartography// || **TPK:** //ESRI GIS Education Community// || Moretti, Franco. //Graphs, Maps, Trees//. London: Verso, 2007. || **TPCK:** Stuart Sinton, Diana and Jennifer Lund. //Understanding Place//. Redlands: ESRI Press, 2006. || //Google Earth// //Google Earth Community// || = = =RESOURCES TO EXPLAIN TPACK =
 * **//Power in Simplicity: Virtual Thumbtacks on Virtual Maps//** ||
 * **PK:**
 * **TK:**
 * **TCK:**
 * **SAMR:**

See the TPACK Wiki
What is TPACK? Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). Source [|Matthew Koehler]  TPACK <span style="color: #1f3f78; font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">[] = = <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> = =

= = <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">Source <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">Jenny Luca's blog <span style="color: #1f3f78; font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">http://jennyluca.wikispaces.com/TPACK+and+SAMR =<span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">RESOURCES TO EXPLAIN SAMR = <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">The SAMR Model from a post by [|Clint Hamada] <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> on Tuesday, February 15th 2011 <span style="display: block; font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 10.9px;">

**The SAMR Model of Technology Integration**
One of the goals of technology integration should be to move from using technology as an add-on or enhancement to using it as an integral and transformative force. Ideally, we would like to create new learning experiences that harness the power of transformative technology, that is technology that allows students to do things that were previously impossible. The SAMR Model of Technology Integration is a useful continuum that allows us to think about the purpose that technology plays in our units of study. **Substitution**: Technology acts as a //direct tool substitute//, with no functional change. **Augmentation**: Technology acts as a direct tool substitute, with //functional improvement//. **Modification**: Technology allows for a //significant// task redesign. **Redefinition**: Technology allows for the creation of new tasks, //previously inconceivable//. = =

= = <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> = =

= =

=<span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">OTHER RESOURCES = <span style="color: #1f3f78; font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;">Ruben Puentedura's (creator of SAMR) blog SAMR model <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> - post by Maggie Hos-McGrane SAMR model - from theory to practice <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> - post by Maggie Hos-McGane Moving from S to R <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 12px;"> - post by Maggie Hos-McGane

=<span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 16px;">__USING IMAGES AND STOCK PHOTO DATABASES__ = toc __**TASK:**__ USING A PHOTO DATASE (Corbis [] ) SELECT AN IMAGE THAT REPRESENTS THE PLIGHT OF A REFUGEE. __QUESTION__:
 * PHOTO AS STIMULUS
 * WHICH PHOTO BEST REPRESENTS THE CONCEPT LONELINESS ? **

SCOOTLE DIGITAL CONTENT TO SUPPORT THE TEACHING... <span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11.81px;">Child migrants stimulus material

<span style="color: #333333; font-family: arial,helvetica,sans-serif; font-size: 11.81px;">Child Migrants to Australia

__**TASK EXPANDED**__ · Locate an image to represent a key idea or concept
 * Location of an image to represent concept //eg depression//
 * Students work in groups to locate and select one image
 * Students collaboratively decide on image
 * Students have a gallery walk
 * Teacher/student discussion

= __** CRITICAL LITERACY & SEARCHING TECHNIQUES **__ = DESIGNING RICH TASKS AROUND EFFECTIVE QUESTIONS eg. Power searching/ Control F, using country domains eg. Twitter for current events

Source []

**__ QUESTION: __**
WHAT KINDS OF PEOPLE CHOSE A LIFE OF EXPLORATION, CHALLENGE & DISCOVERY?

**__ TASK: __**
CONSIDER THE PERSONALITIES OF JAMES COOK AND MATTHEW FLINDERS. COMPARE AND CONTRAST THE CHARACTERS OF COOK AND FLINDERS. WHAT ARE YOU ABLE TO DETERMINE ABOUT THE NATURE OF THESE TWO EXPLORERS USING THEIR JOURNALS? Cook Flinders journal
 * 1) Locate the journals using the following search terms in a search engine


 * 1) Open the journals []
 * 2) Use effective search strategies to locate the following key words (search for key words using Control F)
 * NATIVE
 * KILL
 * CHALLENGE
 * DANGER
 * RISK

Compare and contrast the characters two explorers Matthew Flinders and James Cook· Questioning- Jaime McKenzie Now consider the ten characteristics of a" the achieving personality" abd consider the following questions. Source Jaime McKenzie FNO: Traits of an Explore []
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">Which of these apply to the explorers you have chosen to study?
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">Which of these apply to you in your own life?
 * <span style="font-family: Arial,Helvetica,Geneva,Swiss,SunSans-Regular;">Can a person develop these qualities?

QUESTION:
Criteria for selection, presentation, strengths & weaknesses The question is the answer- //focus on deep questions!// Imagine you have the choice of living in one of these 3 places - which would be the best for you and your family? Which of the captains was the best at navigation?

JAIME MACKENZIE
· From Now On website [] · Interview with Jaime [] · Questioning [] · Sample [] · [] · Why question? [] · []

__Eliminate Topical Research Rituals__ Beyond Cut-and-Paste:Engaging Students in Wrestling with Questions of Import [] || =<span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 1.8em;">__** FLIPPED CLASSROOMS **__ = <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 10.9px;">Consider <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 10.9px;">Þ Means of delivering instruction <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 10.9px;">Þ Which activities do not require my physical presence? <span style="font-family: Arial,Helvetica,Verdana,sans-serif; font-size: 10.9px;">Add value by adding significant questions or directed learning.

= =