“Part of the problem, we argue, has been a tendency to only look at the technology and not how it is used. Merely introducing technology to the educational process is not enough.”
-Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A Framework for Teacher Knowledge. Teachers College Record, 108(6), 1017-1054
Today was the first of a series of professional development sessions that I will be delivering to my colleagues over the course of this term, and potentially further, depending on interest. The purpose of today’s session was to introduce TPCK and SAMR as frameworks for thinking about the use of technology in the classroom.
The first activity that I had my colleagues undertake was a formative assessment task using Google Forms, to gain an understanding of what my colleagues thought and felt in relation to the term twenty-first century learning, in relation to the use of technology both as a consumer and as a teacher, and then in relation to what technologies my colleagues wanted to learn about.
The responses were very interesting. To the question what do you think of when you hear the phrase twenty-first century learning, the responses varied, from simply help, to computers, to concerns about those with additional learning needs being left behind and finally to the increase in the requirement for students to learn and use critical thinking skills as teachers increasingly become facilitators of learning; the guide on the side, not the sage on the stage.
We moved from that to an introduction and explanation of both the TPCK and SAMR frameworks, and discussed some examples of each of the levels of the SAMR model through the use of well known examples and video demonstrations sourced from YouTube. I have attached a copy of the presentation, for anyone who is interested in viewing it, to this article (Rethinking EdTech Presentation), and links to the videos that were used are embedded within that document.
Today was an introduction to these concepts, and next week, we will begin to delve into practical examples of technology utilised at the various levels of the SAMR model. On that note, I would be very appreciative to anyone who can offer examples of how they have used technology in the classroom at the four levels of the SAMR model.
As always, thank you for reading.
Beginning next Wednesday afternoon, I will be running a series of after-school workshops to help up-skill my colleagues in the authentic use of technology in the classroom. Thus far I have had fifteen of my colleagues indicate they will be attending, and some others indicate that they would attend if they did not already have commitments after school on Wednesdays.
I have a rough outline in my head of the concepts and skills I wish to explore of the course of the sessions, and am putting together a rough outline of the scope and sequence I will be using. The first thing I will be covering will be a survey using Google forms to determine some of the preconceptions and fears that my colleagues hold around using technology as a pedagogical tool.
After that, the plan at the moment is to introduce the TPCK and SAMR as the theoretical framework for considering the use of technology in the classroom. The idea is that with an understanding of both concepts, we will be able to brainstorm a range of lesson ideas using the school bank of laptops as the technology to cement the concept, but to also allow staff to brainstorm a range of ways that they can use the laptops beyond the substitution and augmentation levels, and to take students to modification and redefinition levels.
I would be interested in hearing back from anyone who has ideas about how I may implement some technology in-servicing based on their own experience.
As always, thank you for reading.