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The TPaCK model revolves around 'Artifacts' and 'Processes'. Punya Mishra explores how the current framework can expand to build a holistic learning ecosystem

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I enjoyed listening to how educational professionals are considering how to expand the current model. You would imagine that teaching with technology would have to be individualised for the content you are teaching, but educators may also need to consider the culture and values that surround particular learning ecosystem.

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This has some complications and can potentially get overly technical, but what I liked was the non-judgemental nature of the different levels. Helping teachers take time to move along and around the different levels is key if technology is going to be embedded more in learning environments.

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Bringing families on the journey with you

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Bringing families on the journey with you

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It is often very difficult to show families that their children are learning well when your classroom is set up using a UDL model. When the children can't necessarily explain what they're learning during tuning in and finding out, some parents become anxious. As do some students- usually the ones who know how to get from A to B in a traditional classroom and have often done well for years by knowing what is expected of them. Open ended learning can cause lots of discomfort for those who usually understand 'how' to learn.

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This is very relevant to my context and exploring this model has given me some more language and concepts to clarify ways to enhance learning from this perspective.

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This model is very intuitive and a practical way to assess architectures of practice and help enable better leaning. This is really helpful in my professional. context

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This helped me reflect and give more flexibility my mind on choosing technology for teacher and learning perspective. It enables clearer intention and focus with tasks and outcomes.

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I like this models potential for creating higher intervention of conceptual learning and professional skills needed. All the while giving opportunities to expand on digital literacy and citizenship knowledge, behaviours and skills.

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This framework allowed me to think about and understand pedagogy and learning design form both the teacher's perspective, how they can use technology and also from the student's perspective by recognising how they will engage with the technology. Being able to consider both sides helps to identify appropriate learning design and appropriate use of technology in delivery.

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Judi Harris explained how this model has been reconceptualised. I could really relate to the idea of using this as applied knowledge and distributed knowledge, not theoretical. I can see how this could be used by organisations having teams work collaboratively, using the model in learning design and being able to look at pedagogy and appropriate use of technology.

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The possibility of offering choice is open in the creative space.

Using the chart can map the way that that technology is used and can ensure that technology is being used in a variety of ways.

Allows for an evaluation of student interaction which provides guidance around if the technology should be used or not, considering the learning outcomes.

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Community inquiry, research and feedback groups and more!

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Community inquiry, research and feedback groups and more!

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We already use this framework in our daily work. Come together as teams to discuss contracts and create processes. Using platforms like Miro to share ideas and integrate learning and development towards getting a shared and approved outcome. Gaining collective agency to make tasks and projects interactive and efficient.

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Everyone has a disability - Michael Nesmith

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Everyone has a disability - Michael Nesmith

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I first heard about UDL here at UTS when studying Designing Innovative Learning. It blew my mind as I watched Michael Nesmith explain it in sign language. He made such a great point about treating everyone with a disability to avoid the awkwardness of being unsure. I have adopted it in my everyday work. Making sure we use it for all that we design and develop as a team. I advocate for it, and I see the tools used here on our submission platforms and discussion boards.

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Why We Need Universal Design | Michael Nesmith | TEDxBoulder

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An environment that endorses collaborative work is one that also values student engagement. Being able to contribute to a large piece of work with other students is great as students can apply their own personalities and experiences. A student who can make their work their own, has a much better learning experience and is much more likely to engage genuinely to the content.

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Experimental and creative ways to show learning

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Experimental and creative ways to show learning

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The PICRAT matrix comes across as one that is slightly more complex than the RAT model but at its heart, showcases a lot of the same fundamentals. PICRAT allows students to engage in the technology and present their learning in ways they wish. Such a matrix then, encourages creative use of these emerging technologies and also cultivates creative thinking in students.

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Great intro level for teachers wanting to bring technology into the classroom.

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Great intro level for teachers wanting to bring technology into the classroom.

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This framework comes across as one that is introductory and great if a young teacher wanted to introduce experimental technologies into the classroom.

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If everybody has a controller (i.e., iPad) then everybody can effectively contribute and change the course of the learning trajectory. This technology I feel is particularly good for accessibility in the fact that there is now more ways that students can contribute.

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From the video, it would appear that both teachers and students are participants in learning how to properly utilize technology to best serve their learning. With all hands using this technology, it opens up a forum for all participants to critically evaluate the efficacy of the technology.

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Creating spaces for dynamic group involvement

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Creating spaces for dynamic group involvement

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Groups can be created at the beginning of a school term and students engage in all activities as part of their groups. Students are responsible for themselves and for each other as they navigate through the class content seeking innovative ways to complete tasks.

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I like this matrix because any activities that feature technology can be plotted, and you can consider what might be changed in the learning activity to force it to the right and up.

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I like this matrix because any activities that feature technology can be plotted, and you can consider what might be changed in the learning activity to force it to the right and up.

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Similar to SAMR - it is a useful model for teaching technology especially to younger students. But we believe the abstract nature means that it is not embedded long term by teachers.

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Similar to SAMR - it is a useful model for teaching technology especially to younger students. But we believe the abstract nature means that it is not embedded long term by teachers.

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We trialled SAMR in primary schools and found it to be somewhat useful as a conceptual outline for teaching technology. However it is a little abstract and therefore many teachers did not embed it into practice.

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We trialled SAMR in primary schools and found it to be somewhat useful as a conceptual outline for teaching technology. However it is a little abstract and therefore many teachers did not embed it into practice.

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This model is also widely used in education but perhaps only in the last 10-15 years. It is especially useful for designing STEM and related professional learning but could be readily adopted and adapted by corporate for other TPD.

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This model is also widely used in education but perhaps only in the last 10-15 years. It is especially useful for designing STEM and related professional learning but could be readily adopted and adapted by corporate for other TPD.

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This is another model that is widely adopted by teachers. From a corporate perspective we are investigating how we can incorporate the model into a professional learning network.

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This is another model that is widely adopted by teachers. From a corporate perspective we are investigating how we can incorporate the model into a professional learning network.

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This reminds me of a Bloom's/Gardiner matrix that we used to use. It was mainly used by teachers to sequence lessons - especially for Gifted and Talented Students.

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This reminds me of a Bloom's/Gardiner matrix that we used to use. It was mainly used by teachers to sequence lessons - especially for Gifted and Talented Students.

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We currently use this model to deliver online learning to teachers.

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We currently use this model to deliver online learning to teachers.

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RAT, SAMR and this framework all seem very similar to me. I like how this allows a framework for T reflection on the purpose / impact of tech use, and also a framework for looking at how students interact with it. I think it is crucial we reflect critically on what technologies we use, or don't, and to what end. I shall be using this matrix to inform and reflect on my own practice.

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I struggle to see how personification, authenticity, and collaboration are unique "signature pedagogies" of mobile learning. Surely they are pedagogies that mobile learning can support. Indeed how can a technology have a pedagogy? Is there a signature pedagogy of pen and paper?

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This is a framework I am highly familiar with. As a adult literacy teacher this is just normal practice to me. Tech can definitely be utilised to support it and that is something I am keen to explore and develop. The issue is the confines of narrow competency based program rarely allow it to be implemented properly.

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I think the great strength of this is that it puts good pedagogical practice front and centre and provides a framework for critically evaluating tech use in the classroom.

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This seems to be the dominant framework I have experienced in online learning. Tech in this situation allows you to bring together people across time and space rather than just in the physical space.

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I think there's a lot we can do in my organisation in this space. For example, many online or virtual learning experiences consist of facilitator lead and engaging in more of a one directed dialogue. Using this framework can foster a greater level of learner engagement, in a sense recreating a concentric circle, pair and share or fishbowls in a breakout room. Resources can also be prepared such as a Miro Board to scaffold summarising techniques and group/self reflection of ideas or concepts. Using this framework builds the potential for facilitators to really self reflect with a transformative lens on their own practice.