# data[].attributes.attachment_link.readable_text
Lee Shulman (1986) developed the term, "Pedagogical Content Knowledge", to emphasize the importance of understanding the complex relationship between pedagogy and knowledge of content.

Shulman's work inspired educational researchers Punya Mishra and Matthew J Koehler to develop the TPACK framework, which defines the connection between technology, content and pedagogy.

The TPACK model inspires educators to think critically think about how they can effectively integrate technology into student centered learning environments to support classroom instruction and enhance learner experiences.

The TPACK model does not view knowledge areas in isolation. Its components include the intersection of the three dimensions, further broken down into: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPCK).

The components of the TPACK model address how to specifically cater and use technologies effectively to impact teaching and learning, adapt to new and improved virtual tools, and synthesize knowledge disciplines to support specific and crucial student learning needs in diverse educational contexts and capacities.

Benefits

Encourages educators to engage in ongoing and thorough reflection of their day to day educational practice in terms of how digital tools are integrated into classroom instruction and student learning.

Provides a strategical framework of planning and implementing technology that is progressively responsive to the specific needs of students and learning environments/contexts.

Addresses challenges of technology implementation and integration in education.

Modernized, 21st century learning modality which is authentically amalgamated into the development, administration and deliverance of course content.

Increases student engagement and enhances learning experiences through providing learners with multiple, exciting and authentic opportunities to learn, explore and apply knowledge.

Does not explicitly describe how educators can strengthen their competencies through each of the framework's components.

Assumes educators are equipped with ongoing support, training, knowledge and skills to successfully navigate through educational environments while implementing evolving technologies.

Not all educators, students, communities, learning institutions, etc have regular and equitable access to technology, due to financial, social or systemic constraints.

References

Ontario Ministry of Education (2015). Literacy for a connected world. Capacity Building K-12 Monograph. TPACK Literacy for Connected World

Koehler, M., & Mishra, P. (2009). What is technological pedagogical content knowledge (TPACK) Contemporary Issues in Technology and Teacher Education, 9(1), 60-70.

# data[].attributes.attachment_link.description
Lee Shulman (1986) developed the term, "Pedagogical Content Knowledge", to emphasize the importance of understanding the complex relationship between pedagogy and knowledge of content. Shulman's work inspired educational researchers Punya Mishra and Matthew J Koehler to develop the TPACK framework, which defines the connection between technology, content and pedagogy.

# data[].attributes.attachment_link.readable_text
Kassandra Rodriguez Almonte

The SAMR Model

Living in a digital world, technology is continuously being modernized. For some, making it difficult to keep up with the trends. In a post pandemic era, online learning is a reality for many educators and students, so the question becomes, how can technology be used to enhance engagement?

The SAMR Model is divided into two parts enhancement and transformation. The model guides educators to think intentionally about the technological tools used in the classroom.

How can this model be applied to support online adult learners?

Thinking about the four steps in the SAMR model, the following examples serve as a guide to revamp the learning experience of adult learners participating in hybrid learning to include live lecturing and group work.

Substitution:

- Using video conference platforms such as Zoom or Microsoft Teams

Augmentation:

- Supporting lecture material with PowerPoint for students to visualize information

Modification:

- Providing students with recordings of lectures

- Allowing students to participate in group discussion using chat box features

Redefinition:

- Allow students to collaborate on GoogleDocs of Microsoft Word

References:

Smith, K.W. (2021, Oct 4). Purposefully incorporating technology into the classroom using the SAMR model. International Teaching Learning Network. https://www.scholarlyteacher.com/post/purposefully-incorporating-technology-into-the-classroom-using-the-samr-model

# data[].attributes.attachment_link.description
Kassandra Rodriguez Almonte Living in a digital world, technology is continuously being modernized. For some, making it difficult to keep up with the trends. In a post pandemic era, online learning is a reality for many educators and students, so the question becomes, how can technology be used to enhance engagement?

# data[].attributes.attachment_link.readable_text
MediaSmarts is a Canadian-made framework and resource center for digital and media literacy education. Their website includes resources and lesson plans for teachers to support their digital literacy instruction. The main themes are use, understand, and create. There are nine key aspects

Reading Media

Media Representation

Ethics and Empathy

Privacy and Security

Community

Digital Health

Consumer

Finding and Verifying

Making and Remixing

# data[].attributes.attachment_link.description
MediaSmarts is a Canadian-made framework and resource center for digital and media literacy education. Their website includes resources and lesson plans for teachers to support their digital literacy instruction. The main themes are use, understand, and create.

# data[].attributes.body
https://www.smore.com/k2ahr

# data[].attributes.attachment_link.description
SAMR Model by Lucas Powell - For technology integration by Lucas Powell | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.attachment_link.description
TPACK
Integrating Technology, Pedagogy and Content Knowledge

# data[].attributes.headline
The SAMR model flyer- Anna Maria Nicalek

# data[].attributes.subject
The SAMR model flyer- Anna Maria Nicalek

# data[].attributes.attachment_link.readable_text
For instance, grade 8 students are asked to write an essay on homelessness in America and how the issue can be improved for their social studies class.
SUBSTITUTION

Use a specific technology to complete the same task

Ex. Instead of writing the essay on the issue of homelessness in America, students can write the essay using an online document such as Word or Google Docs.

ARGUMENTATION

Using this specific technology can help give students extra tools to enhance their work.

Ex. Instead of simply writing an essay on the issue of homelessness in America strictly for their teachers, students can share their work with other students.

MODIFICATION

The specific technological device can be used to transform the original task

Ex. Instead of having students independently write an essay on the issue of homelessness in America by now able to write the essay on a shared online document in pairs or small groups.

REDEFINITION

The original task can be completely reimagined and done in a manner that would not have been possible without the use of technology.

Ex. Have students publish their papers online using different features such as images, videos, or audio to make their essays presented or read in a unique manner.

As educators use the SMAR model for traditional classroom tasks (e.g. essays, research projects, speeches, etc.) the work becomes more enhanced and transformed as it is taken through the SMAR model allowing diverse students to use their privileges and creative abilities to present new ideas or information to an increasingly larger global audience.

# data[].attributes.attachment_link.description
For instance, grade 8 students are asked to write an essay on homelessness in America and how the issue can be improved for their social studies class. SUBSTITUTION Use a specific technology to complete the same task Ex.

# data[].attributes.headline
Triple E Framework Flyer                                                          By: Crystal Hartney 

# data[].attributes.subject
Triple E Framework Flyer                                                          By: Crystal Hartney 

# data[].attributes.attachment_link.readable_text
Triple E Framework model (Kolb, 2017)

How to Use the Triple E Framework?

Educators need to reflect on the goals they have for student learning. Then they should select relevant technology tools that apply to applicable learning outcomes. Teachers engage students independently and with their peers (facilitating self reflection and active interactions with classmates). Relevant connections should be facilitated for student learning and their personal lives/experiences so they can extend their learning further.

# data[].attributes.attachment_link.description
Triple E Framework model (Kolb, 2017) Educators need to reflect on the goals they have for student learning. Then they should select relevant technology tools that apply to applicable learning outcomes. Teachers engage students independently and with their peers (facilitating self reflection and active interactions with classmates).

# data[].attributes.body
https://www.smore.com/1a584

# data[].attributes.attachment_link.description
SAMR Model in Medical Education
By Julia DiLabio, MD, MSc

# data[].attributes.attachment_link.readable_text
Brief Overview:

The Triple E Framework is an educational framework developed by Liz Kolb that emphasizes three core elements for effectively integrating technology in education: Engagement, Enhancement, and Extension.

# data[].attributes.attachment_link.description
The Triple E Framework - By: Matthew Ades by Mathew Ades | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

# data[].attributes.body
https://www.smore.com/kewpd

# data[].attributes.attachment_link.readable_text
What is the Triple E?

The Triple E (which stands for Engage, Enhance, Extend) is a teaching framework designed by Professor Liz Kolb at the University of Michigan, School of Education. The framework was designed for K-12 educators with the purpose of bridging research on education technologies and teaching practice in the classroom. In simplest terms, it's measures how effective the technology in a lesson is in helping students meet learning goals, with focus on said learning goals (Kolb, L., 2017).

What does this mean for Students and Educators?

Benefits and Limitations

Benefits
Limitations
References

# data[].attributes.attachment_link.description
The Triple E (which stands for Engage, Enhance, Extend) is a teaching framework designed by Professor Liz Kolb at the University of Michigan, School of Education. The framework was designed for K-12 educators with the purpose of bridging research on education technologies and teaching practice in the classroom.

# data[].attributes.attachment_link.description
TPACK - Technology, Pedagogy, and Content Knowledge by Kirby Pearse | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more