# data[].attributes.body
"it's not what you use, it's how you use it."

Effective integration of technology should enhance conceptual understanding and learning for our students and simply replace something that did not add any value to the change ex: PowerPoint slides instead of writing on the board vs using desmos to notice patterns

# data[].attributes.body
Graphing software: By allowing students to use graphical calculators, students focus less on computation and more on understanding the concepts of a certain topic. These can be done especially for inquiry based learning

Flipped Classroom: Having students do their learning at home through instruction videos and then using class time to address misunderstandings, misconceptions and focus more on the application of the skills through learning experiences. The focus is thus on the students and not the teacher since they are the facilitator.

Multimedia projects: Giving students the option tp choose the medium through which they communicate their thinking can increase motivation and enthusiasm. For example, making videos.

Google slides/google docs: They promote collaboration through a social learning environment and allowing students to share all at once.

# data[].attributes.body
It is a framework that identifies three types of knowledge educators should combined for successful technological integration. TPACK (technological, pedagogical, and content knowledge) is similar to CPK (content pedagogical knowledge) plus the technological knowledge.

1. Content knowledge (CK) represents the subject knowledge

2.  Pedagogical knowledge (PK) refers to the approaches to teaching (inquiry, problem based, or collaborative learning)

3. Technological knowledge (TK) refers to the technological tools that we use to make the content more accessible to students

Some ways to utilize TPACK for lesson planning include adjusting existing lesson plans to tackle a new pedagogical knowledge and technological knowledge in particular. The content knowledge is the same regardless of the method or means of communicating these  ideas, but can improve to be better and more meaningful for students. For example, my students are learning about linear expressions and part of their assignments was to determine which expressions are linear. This is the subject or content knowledge we are working up towards. The PK would be inquiry or discovery based and the TK would be using desmos so students can plug in values and see the functions graph without making them do it by hand. In this case, we are not asking whether they can graph or plug in numbers but rather can they notice patterns and generalize based off of it

# data[].attributes.body
It describes the hierarchical levels of technology use.

In my own classroom, I will use SAMR to guide our technology use. For example, I am really fond of desmos activities offered through desmos classroom as well as the discovery activities using desmos from this year which would definitely be higher than substitution since it does not simply replace something like a graphing calculator but instead makes the process of graphing instant which helps students see patterns and engage more since it is not viewed as a tedious task.