SAMR and TPACK

Diigo links to resources for ICT MODELS, SAMR and TPACK.
http://www.diigo.com/user/jssalc/ict_models
http://www.diigo.com/user/jssalc/SAMR
http://www.diigo.com/user/jssalc/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 and SAMR - Models for Enhancing Technology Integration
The TPCK Model:
//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)
PK Examples:
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//
PCK Examples:
//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...//
TPK Examples:
//The Sloan Consortium - Effective Practices//
//Education & Information Technology Library//
TCK Examples:
//Harvard-Smithsonian Center for Astrophysics - MicroObservatory//
//VisualComplexity//
SAMR Examples:
William Shakespeare. //The Tragedy of Macbeth//.
//Flickr Shakespeare Group//
//Many Eyes//
//UpStage//
//Macbeth in Second Life//
TK+SAMR Examples:
//GeoGebra//
//NetLogo//
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//

Power in Simplicity: Virtual Thumbtacks on Virtual Maps
PK:
MacEachren, Alan. //How Maps Work//. New York: Guilford Press, 1995.
PCK:
Monmonier, Mark. //Mapping It Out//. Chicago: University of Chicago Press, 1993.
TK:
//Making Maps: DIY Cartography//
TPK:
//ESRI GIS Education Community//
TCK:
Moretti, Franco. //Graphs, Maps, Trees//. London: Verso, 2007.
TPCK:
Stuart Sinton, Diana and Jennifer Lund. //Understanding Place//. Redlands: ESRI Press, 2006.
SAMR:
//Google Earth//
//Google Earth Community//

RESOURCES TO EXPLAIN TPACK

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
http://www.tpck.org/tpck/index.php?title=Main_Page

TPACK_hi_res_image.png
TPACK_hi_res_image.png


Source
Jenny Luca's blog
http://jennyluca.wikispaces.com/TPACK+and+SAMR

RESOURCES TO EXPLAIN SAMR

The SAMR Model from a post by Clint Hamada on Tuesday, February 15th 2011

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. external image Samr.jpg 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.


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OTHER RESOURCES

Ruben Puentedura's (creator of SAMR) blog
SAMR model - post by Maggie Hos-McGrane
SAMR model - from theory to practice - post by Maggie Hos-McGane
Moving from S to R - post by Maggie Hos-McGane

USING IMAGES AND STOCK PHOTO DATABASES

PHOTO AS STIMULUS
TASK:
USING A PHOTO DATASE (Corbis http://www.corbisimages.com/) SELECT AN IMAGE THAT REPRESENTS THE PLIGHT OF A REFUGEE.
QUESTION:
WHICH PHOTO BEST REPRESENTS THE CONCEPT LONELINESS?
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SCOOTLE DIGITAL CONTENT TO SUPPORT THE TEACHING...
Child migrants stimulus material

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

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Source
http://www.scootle.edu.au/ec/viewing/R1742/index.html

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?
  1. Locate the journals using the following search terms in a search engine
Cook Flinders journal


  1. Open the journals http://gutenberg.net.au/explorers-journals.html
  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.
  • Which of these apply to the explorers you have chosen to study?
  • Which of these apply to you in your own life?
  • Can a person develop these qualities?
Source
Jaime McKenzie FNO: Traits of an Explore
http://www.fno.org/bio/kinds.htm

MORE RESOURCES ABOUT EFFECTIVE QUESTIONING

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 http://fno.org/fnoindex.html
· Interview with Jaime http://vimeo.com/33096283
· Questioning http://questioning.org/LQ/lq.html
· Sample http://questioning.org/nov06/complexity.html
· http://fno.org/qwl/qwl.html
· Why question? http://questioning.org/nov04/whyquestion.html
· http://questioning.org/

Eliminate Topical Research Rituals
Beyond Cut-and-Paste:Engaging Students in Wrestling with Questions of Import
http://www.fno.org/sept08/cut.html

FLIPPED CLASSROOMS

Consider
Þ Means of delivering instruction
Þ Which activities do not require my physical presence?
Add value by adding significant questions or directed learning.