“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.
It may sound like some sort of advanced Breakfast Club, but it is actually a new online professional learning network, aimed at pre-service teachers, and those teachers wishing to keep stay involved in academic discussions.
I first saw hashtag some time ago, and was curious about the concept, so I followed the hyperlink to Charlotte Pezarro’s blog, where I read this”
In this section, I hope to present interesting journal articles for discussion by pre-service, newly-qualified and established primary teachers. I will be limited to articles that are accessible without subscription; but there are plenty that are worth reading and pondering. Along with the reference, title and abstract, I will post some questions to scaffold the discussion. These questions will help us to reflect on the article, but by no means are you restricted to responding to these questions; feel free to ask your own or discuss any other thoughts you had while reading the article.
The first article put up for discussion was a recent one written by Gert Biesta and published in the European Journal of Education earlier this year. The title, What is Education For? On Good Education, Teacher Judgement, and Educational Professionalism was one I was intrigued by, and the questions that were prepared for it were sure to generate some robust discussion.
Unfortunately, I ended up not being home to take part in the discussion and have had read the Storify of the discussion (available for reading here), and I wish I had been involved. I’ll be keeping my eyes out for the next one. I recommend that you have a look and get involved. It will be professional development of a slightly different nature.