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In my example, the role of the student changed as I adapted the lesson using the SAMR model.  In the beginning, students were merely watching as I presented a slideshow on the Smartbaord.  But by redefining the task, students were more engaged, as they had to participate by solving problems, producing and screencast, and communicating with others.  Research has shown that students are more engaged in classroom discussions and motivated to learn the content when using digital storytelling.  Digital storytelling allows the learner to take ownership of their learning, and thus are more highly motivated to work with their peers (Foelske, 2014).  This fosters such skills as creativity, collaboration, critical thinking and technological skills. "In addition, students who participate in the creation of digital stories may develop enhanced communications skills by learning to organize their ideas, ask questions, express opinions, and construct narratives." (Robin, 2006). Lastly, digital storytelling engages students because it allows them to make connections with each other, which engages them further in the content being taught (Foelske, 2014).  In my example, students were making connections by responding to other students' work in Seesaw, and this could be enhanced further by publishing to a blog to share with their families, or others around the world.  "In addition, when digital stories are published on the Web, students have the opportunity to share their work with their peers and gain valuable experience in critiquing their own and other students’ work, which can promote gains in emotional intelligence and social learning" (Robin, 2006).

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As you can see in my math example, both the teacher and the students are using digital storytelling. The teacher is using it to inform and instruct students about the commutative property of multiplication. Students also have the opportunity to use digital storytelling to show their understanding of this same concept in Seesaw.

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Digital Storytelling Meets PA State Standards

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Digital Storytelling Meets PA State Standards

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You can learn more about how Digital Storytelling meets state standards here...

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What do I have to know in order to effectively teach that math lesson?

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What do I have to know in order to effectively teach that math lesson?

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So using TPACK as a guide, what knowledge does the teacher have to possess in order to redefine the math assignment, per the SAMR model?

Technology
In this case, the teacher must have access to and adequate knowledge of the tools that she wishes to use to share information and assignments with her students. This includes internet access and the use of devices such as iPads, Chromebooks, and Smartboards.  The teacher must have knowledge of how to use different apps or tools on these devices, including Google Slides, Screencasting, Nearpod, and Seesaw.  The teacher also needs a knowledge of digital storytelling so that she uses the time wisely and effectively presents the information to her students.  She also needs to have taught students how to be good digital citizens to use electronic equipment purposefully.
Pedagogy
-Students learn best when actively engaged in a lesson (Nearpod and Seesaw)
-Teachers should provide students with the tools they need in order to be successful (technological tools such as iPads, Chromebooks and an internet connection)
-Teachers provide scaffolded support to help students when needed, but allow them to work independently to show what they know (Nearpod lesson or meeting with the teacher)
-Formative and Summative Feedback allows teachers to determine who has mastered a concept or who is struggling
-Students demonstrate a deeper understanding of content or skills when they have the opportunity to share their work with an authentic audience (Seesaw)
-Students need clear rules and expectations (Digital citizenship)
-Students can learn from one another (sharing screencasts with Seesaw)
-Students might need supported in homogeneous or heterogeneous groups (giving students independent assignments in Seesaw provides time for the teacher to meet with groups of students)
Content
In this case, the teacher needed a firm understanding of the mathematical concepts of multiplication and the commutative property.  She could also target English and Language Arts standards relating to speaking and listening.

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Here is another model for technology integration in the classroom. Personally, I think this model is easier to understand, and shows the relationship between technology, pedagogy, and content.

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Watch how a math lesson is enhanced and transformed through each step of the SAMR model.  Think about how the role of the teacher and students changes throughout the process.
SUBSTITUTION: The teacher uses Google Slides to present a math lesson.  The teacher presents the information, clicking through the slides as students solve problems on their dry erase boards.  Afterwards, the teacher assigns classwork and rotates around the classroom to assist students as needed.
AUGMENTATION: This time, in addition to the slide show, the teacher includes a screencast for how to solve a math problem.  This allows her to pause the video so students can solve the problem, and then check their work.  Notice how the teacher is still presenting the information.  The teacher assigns classwork in the same manner.
MODIFICATION: Rather than presenting a slideshow, the teacher creates a Nearpod lesson that students can work through at their own pace.  She meets with half of the class to work on the assignment, while the other half watch the lesson and answer problems using iPads or Chromebooks.  After a set amount of time, the students switch.  This allows the teacher to provide more support as students are working on an assignment, but actually gives them more practice.  Students are also more engaged as they are working on the Nearpod lesson independently.
REDEFINITION: The teacher creates a Nearpod lesson to teach the same math content.  In addition to this, she asks them to solve a problem in Seesaw, a digital portfolio app.  Students must create a screencast to explain their thinking.  Afterwards, they must watch and reply to the 2 of their peers' screencasts using math talk.   This level takes students from consumers of information, to producers of information.  It also allows for collaboration with others.

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Adam, Abi, director. Introduction to the TPACK Model Video Common Sense Media.YouTube, Common Sense Media, 29 Feb. 2016, www.youtube.com/watch?v=glkn9Veggxo.

Duckworth, Sylvia. “SAMR Model for Technology Integration.” David Geurin on Twitter, 2 Apr. 2015, twitter.com/DavidGeurin/status/583789758842679297/photo/1.

Foelski, Mindy. Digital Storytelling: the Impact on Student Engagement, Motivation and Academic Learning. 2014, scholarworks.uni.edu/cgi/viewcontent.cgi?article=1162&context=grp.

Habecker, Duane. “EngageNY Grade 3 Module 3 Lesson 1.” YouTube, YouTube, 4 Nov. 2014, www.youtube.com/watch?v=is1rZ0Q1NGo.

Pearce, George. “Seesaw Talk: Math.” YouTube, YouTube, 22 May 2017, www.youtube.com/watch?v=A_SAu7jyerM

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I love this visual because it helps me to visualize how technology integration helps my students gain a deeper understanding of content.