In this blog post, I will discuss some considerations for using technology in your classroom. These considerations will consider your TPACK, Bloom's Taxonomy, and the level of technology integration that you want in your class.
What do you know about Technology, Pedagogy, and Content (TPACK)?
The TPACK model describes the three types of knowledge that instructors need to effectively integrate technology into the classroom, consisting of three domains: Technological Knowledge (how to use the tool), Content Knowledge (expert knowledge pertinent to the discipline), Pedagogical Knowledge (how to deliver instruction). These domains intersect to form Technological Content Knowledge (how to use the tool to deliver content specific to the discipline, how to envision the tool and use it in its educational/instructional context (Technological Pedagogical Knowledge), and Pedagogical Content Knowledge (how to deliver the content via the instructional type selected). For more information, please see http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.523.3855&rep=rep1&type=pdf. If we consider at these types of knowledge and their intersectionality, 3 questions can be asked to help you better integrate technology into instruction.
ii.Productivity suite iii.Simulation iv.Adaptive learning 2. Do I know how to use the tool? Knowing the answers to these questions will help you as you integrate technology into the classroom much more effectively. On this blog, I will highlight the technological knowledge needed for the tools that are highlighted in upcoming blog posts, and give you some ideas for pedagogical applications for those tools. What content do I want to share and at what level?
View the video below to have a working definition of Bloom's Taxonomy. For more information on Bloom's taxonomy, please see https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/planning-courses-and-assignments/course-design/blooms-taxonomy.
Is the technology going to replace something in your class?
In thinking about integrating technology into your class, it is beneficial to think about how the tool is going to act within the class. One way to do this is the SAMR model of technological integration. The SAMR model deals with the way that the tool will act in a pedagogical or andragogical manner to communicate content.
Listed below are some questions to help you determine what level you are using to define your technology use (from http://www.hippasus.com/rrpweblog/).
In thinking about this model, it can be related to Bloom's taxonomy. This relationship means that the substitution and augmentation parts of the model are related to the applying, understanding, and remembering components of Bloom's, and the modification and redefinition components are related to the analyzing, evaluating, and creating components of Bloom's taxonomy. If instructors use this model to define what technology is supposed to do within the classroom, then it is easier for the instructor to define learning outcomes as technology is integrated. Let's look at an example: Original assignment: Individual students fill out a study guide to prepare for the test. The instructor puts the students into 6 groups to collaborate on 6 questions (one per group) contained on a word document using OneDrive (How do I do that?) that asks context based questions about the material that was just covered. Students seek feedback from each other in the digital space. The new document creates a study guide for the next test after the document is corrected by the instructor. The students that were in class turn their question that they answered in for a grade in Canvas using the Assignment feature, and using this, the instructor takes attendance. This assignment involves the substitution, augmentation, and modification components of the SAMR model. In considering the modification component, this task involves a significant task redesign, in that students are using the digital space to collaborate on group work and create something new. Furthermore, the learning outcome of the group discussion changed. Instead of getting feedback from just group members on their question that they submitted via the study guide, or feedback from just the instructor, students were able to get more holistic feedback. In addition, they were able to collaborate and produce a study guide that has been contributed to by every member of the learning community. In considering the use of Canvas, the technology acts as a substitution or augmentation for turning it in manually (augments due to being able to grade on the go, substitutes for handing it in) and as an augmentation for taking attendance because it keeps a digital record of attendance that can be accessed anywhere that the learner or teacher is. In the upcoming posts, as I feature technical tools, and how to use them, I will use this model to share how the featured technology can be used with differing levels of the SAMR model.
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