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TPACK in literacy education

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edt514tpack - TPACK in K-6 Literacy education

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K-6 literacy is highly complex and the relationships between technology, pedagogy and content are extremely dynamic. The use of technology in literacy/language arts has changed the way both teachers and students read, create and interpret the information that they are looking at.

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tutorial

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Video Transcription

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Welcome to A tutorial on lesson planning with TPACK. In today's tutorial, we will discuss how can I adapt an existing lesson plan to incorporate ideas from TPACK. So what exactly is TPACK? Remember, TPACK is the ability to connect pedagogy, content, and technology. It's where the Technological Knowledge-- TK, Content Knowledge-- CK, and Pedagogical Knowledge-- PK all connect together in that sweet spot. This is where we should strive to be as teachers-- making those connections effectively.

So what is the lesson that we are about to apply this model of TPACK to? This is a lesson on what is pollution for environmental health sixth grade students. It's a one to two class lesson describing the ways that we as humans affect the environment and describing pollution and what it looks like. The process will be to ask what is pollution-- what kinds of human activities create pollution. Have students discuss examples of pollution and then give them time in groups to compile pictures and create a presentation on examples of pollution in their own community, school, or environment. After, they would present the completed presentations in class. Each group would present their own.

Let's take this lesson and update it, according to TPACK, using this model. It's important to note that you really need to be purposeful in your movement through TPACK regions. We don't want to add technology just to add it. After viewing this lesson plan, can you think of ways to incorporate TPACK? What are some technology tools that you are currently comfortable using? Let's take these ideas and apply it to TPACK.

Let's start with content knowledge. What are we teaching? What is our knowledge of the content? In this lesson in particular, our required content knowledge is science and environmental health, specifically pollution. We need to have a strong and deep understanding of pollution. What is the pedagogical knowledge that we need? This is how students learn and the best practices for teaching. The required pedagogical knowledge is the best practices for middle school students.

We also need to have a good understanding of grouping strategies. Let's look at the T section, or the Technological Knowledge. This is understanding the wide range of tools available-- standard and advanced technologies. In this lesson in particular, the required technological knowledge is to have a knowledge of the tools available using the internet. As well, we need to have an idea of the tools that would better this specific lesson. So we need to think about what tools are available to use in this specific lesson.

We also need to make sure we understand TPK, or Technological Pedagogical Knowledge, which is the understanding application of technology tools for a specific group, as well as intentionally selecting those tools. TCK, or Technological Content Knowledge, which is understanding the relationship between content and tools-- the ability to modify and manipulate our content with the tools. And PCK, or Pedagogical Content Knowledge, which is how to teach what we are teaching to our specific students.

In the middle, we have TPACK, Technological Pedagogical Content Knowledge, the ability to connect pedagogy content and technology. We need to be purposeful in making applications in each of the regions, remember. So let's update our lesson with a focus on technological pedagogical content knowledge, making sure that we are in the center here-- in this sweet spot.

Some things we can do to update our lesson would be to add a few steps. The steps are highlighted. We could give each group a class camera and take a field trip around school grounds to document pollution examples. We could also allow groups to use time and use the internet, specifically, during lab time to research and compile pictures. So students will be allowed to use technology tools to do some research.

For our presentations, we could have students in groups select between creating a wiki, a podcast along with a poster, or maybe a video using visual and audio tools. So students would have the decision to create one of these three. All these highlighted ideas fall within the TPACK model. They're integrating technology, best practices, and pedagogy for our specific students, which is a sixth grade group of students. In content, making sure that we're staying within the content of our lesson, which is pollution and environmental health.

Reflect a moment on this lesson and your knowledge of TPACK to this point. Can you think of additional ideas to incorporate? Also think about what are the benefits of applying TPACK to your lessons. Why do you think using TPACK will benefit your lessons?

Let's discuss what we learned today. We talked about how can I adapted an existing lesson plan to incorporate ideas from TPACK. In today's tutorial, I reviewed the idea of TPACK, which is that intersection of technological, pedagogical, and content knowledge, and the importance of being able to integrate technology, pedagogy, and content all together into your teaching. We took a lesson plan and we updated it using ideas that would fall under TPACK.

Thanks for joining me today. I enjoyed discussing these ideas of TPACK with you, and I hope you're able to incorporate some of these ideas into your own lesson planning. As you reflect on how this new information can be applied, you may want to explore the additional resources section that accompanies this video presentation. This is where you'll find links to resources chosen to help you deepen your learning and explore ways to apply your newly acquired skill set.

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We explain Lesson Planning with TPACK with video tutorials and quizzes, using our Many Ways(TM) approach from multiple teachers. This lesson provides instruction on how to update a lesson plan using the TPACK framework as a model

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TPACK explained

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Access videos, whitepapers, eBooks, webinars, blogs, infographics, case studies, demos and more in our resource hub to support your success.

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5 steps to lesson planning with TPACK

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TPACK model

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Dr. Puentedura graciously Creative Commons-licenses some of his papers to allow for reproduction on other sites with attribution.

I have taken one of the PDF files and turned it into a slideshow below. I have included links to the original PDF files in case you want to download it from Dr. Puentedura's site.

Bloom's and SAMR:
​My thoughts based on the work of R. Puentedura, A. Churches and L. Nelson

I feel teachers need to both create tasks that target the higher-order cognitive skills (Bloom's) as well as design tasks that have a significant impact on student outcomes (SAMR). A visual to illustrate that follows.

Educators will argue they have seen redefinition tasks that only target the remembering level or have a creative assessment that is only at the augmentation level. Of course that is true, but I believe we should be planning for technology tasks, activities, and assessments that include both the higher levels of Bloom's Revised Taxonomy and the transformation area of the SAMR model.

My vision of how the Bloom's and SAMR models work together and intersect follows below.

Bloom's and TECH: My thoughts

Work by others

Videos by others

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SAMR is a model designed to help educators infuse technology into teaching and learning. Popularized by Dr. Ruben Puentedura, the model supports and enables teachers to design, develop, and ...

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by Sylvia Duckworth

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Examples of Applying the SAMR Model can Help Teachers Understand and Embrace it

The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. "SAMR" is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. The SAMR model provides a technique for moving through degrees of technology adoption to find more meaningful uses of technology in teaching and move away from simply using edtech for tech's sake.

We recently discussed the SAMR model during an Academic Technology Work Group meeting at The College of Westchester. We examined the video, SAMR in 120 Seconds. One thing that really struck me is how much the example helped, so I made it a point to gather and/or create some more examples.

Following are 8 examples of the SAMR process, each taking an example of a typical classroom exercise that does not use technology and walking it through each phase of SAMR. For half of these, I searched and borrowed from examples that teachers had written about online (original sources are provided - in some cases I tweaked the example a bit). I also created examples of my own. In working through this, it became apparent to me that while Substitution and Augmentation can be relatively straightforward conceptually, there is even more room for interpretation when it comes to Modification and Redefinition.

The goal of this exercise was to help me (and readers) better understand the SAMR model, and to really see how lessons and assessments can be transformed while considering the benefits of evolving them through these stages. I find it particularly interesting to see the vast difference between the original lesson and the redefined lesson - there is often a much wider range of skills required in the latter stages, and lessons can become much more engaging and collaborative when modified or redefined.

Lesson: Writing a Short Paper
Taken from: http://www.educatorstechnology.com/2013/08/samr-model-explained-through-examples.html. A modification of an idea found at https://edofict.wikispaces.com/SAMR+Examples. Taken from: https://edofict.wikispaces.com/SAMR+Examples and modified. Idea taken from: https://sites.google.com/a/msad60.org/technology-is-learning/samr-model and slightly modified. In this example, we take a simple form of assessment and evolve it into a collaborative group project.
Original Assignment: A hand written paper.

Lesson: Geography & Travel

Original Assignment: An overview of a location consisting of hand written content supplemented with compiled cut-and-pasted magazine clippings.

Lesson: Understanding Shakespeare

Original Assignment: Read a Shakespeare play in traditional printed format.

An Assessment Exercise
Original Assignment: Show understanding of fractions on a worksheet by coloring in blocks.
Original Assignment: Take a quiz, answers handwritten in a printed form.

Following are some example lessons, evolved through the SAMR model, that I have tried my hand at creating.It's easy to get caught up in worrying about how effectively an approach constitutes "modification" or "redefinition", but that's not the point of the exercise. To my way of thinking, it's more about understanding the difference between a just replacing or augmenting a "paper" lesson with a "digital" one and actually evolving it in a beneficial way and exploring new possibilities.

Lesson: Art/Painting
Creative Commons license image source.
Original Assignment: Drawing a picture using traditional brush, paint, paper. Of course, there is a a big difference between doing this by hand in the traditional manner and doing it digitally. Digitally is by no means better, it is just different and opens up some interesting possibilities.

Substitution: Use a digital drawing/painting program (like MS Paint) to draw/paint a picture.

Augmentation: Use a tool that allows the creation of your masterpiece to be layed back (like Educreations, for example).

Modification: Pull a background image to use as a canvas. You could even scan something hand drawn and use that.

Redefinition: Create Artwork Collaboratively using a Collaborative Online Whiteboard (like Twiddla or one of these other tools).

Lesson: Email Etiquette

Original lesson: Review printed copies of Email Etiquette concepts and guidelines.

Lesson: Learning Fractions

Substitution: Use an Excel Worksheet to let students color in the blocks.

Augmentation: Use Google Sheets to let students color in the blocks, where the teacher can offer feedback directly on Google Sheets.

Modification: Use Google Sheets and direct students to online examples and supplementary learning materials for areas that they might struggle with.

Redefinition: Use a Fractions App instead (here are a handful of examples for iOS devices).

Lesson: Phys Ed - Learning To Hit a Baseball Well

Original Assignment: Learning how to hit a baseball by watching and listening to a Coach or Phys Ed instructor show you and then trying it yourself.

Hopefully these example of lessons modified through the SAMR cycle help to encourage you to think about how you leverage technology to make some of your lessons more interactive, collaborative, and engaging with some of the many great technology tools available today! Here is a set of tools that may be helpful when working to evolve your lessons: 10 of the Most Engaging Uses of Instructional Technology (with Dozens of Resources and Tools).

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8 Examples of Transforming Lessons Through the SAMR Cycle - Emerging Education Technologies

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Examples of Applying the SAMR Model can Help Teachers Understand and Embrace it The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. "SAMR" is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition.

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What is the SAMR Model and what does it look like in schools?

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SAMR & TPACK