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2. Educational theories

| Educational theories TPACK and SAMR Watch each video and take notes on your Padlet, Google doc or Note

TPACK

My notes

TPACK = Technological, Pedagogical and Content Knowledge  (central idea)

domain 1: Technology represents technical knowledge, so the ability to use software, a computer and so forth.

domain 2: Content knowledge includes language, arts, science, social studies and so forth.

domain 3: Pedagogical knowledge (Shoulman's idea), which is how to teach. E.g. if you're an expert in shakespeare you may not know how to teach shakespeare unless you have the pedagogical knowledge.

subdomain 1: PCK which is where pedagogical and content knowledge meet to allow you to effectively teach that specific content knowledge.

subdomain 2: TCK which is where you know your technology and how it relates to the content knowledge. So if you teach social studies, you know how to use technology to support your research in that field or study of that field.

subdomain 3: TPK which is where you know your technology and how it relates to pedagogical knowledge. So you know how to use technology to support teaching.

around all domains and subdomains (in the illustration) is a dotted line which represents CONTEXT. E.g. the way tpack would work in primary school would be different to high school.

To sum up….

So ultimately track tries to get at understanding how the 3 domains of knowledge interact with one another in creating sub-domains that are essential to understand and support effective technological integration.

Q's:

1. What content knowledge do you need for your subject area and where is it located?

2. What is pedagogy? Have you ever been taught by someone without it?

3. What technical knowledge do you have? Need?

4. What technical knowledge do your students need to have?

A's:

1. For English (year 7-12) the content knowledge required of students is outlined in the syllabus issues by the BOS.

2. Pedagogy is knowing how to teach. I think everyone has been taught by someone with little or no pedagogical knowledge. My mum for example, she may be good at maths but really didn't know how to effectively teach/help me with it.

3. I am lucky enough to have partly grown up in the technological era. I know how to use any type of computer or system (i.e. Mac, Window's etc.) and can also use/figure out quickly most software.

4. Students learning English need to have technical knowledge in typing and using various software that works on core Language components (reading, writing, spelling, speaking, grammar, language features). Students also have to have a wide range of knowledge on how to use the internet for researching as this is an important skill for building on content knowledge, inquiring into new information and researching for assignments and exams.

SAMR

My notes:

Technology in school can help students learn, but how can our teachers reflect on how effectively they're using technology?

That's what the SAMR model is for, it's kind of like a blooms taxonomy for Educators.

Created by Dr. Ruben Puentedura who believes that using technology allows us to:

- think differently

- perform new tasks

After all if we have today's technology then why teach the way we did 20 years ago?

FROM BOTTOM TO TOP

There are 4 different levels (Substitution, Augmentation, Modification, Redefinition)  and two different sections in SAMR (Enhancement and Transformation).

First level = Substitution = Tech acts as a direct tool substitute, with no functional change.

E.g. Persuasive Essay Writing could be written by hand or could be typed on a laptop/computer using the basic features of a word processing program. The task is the same and there is no functional change, the technology is just being used as a substitute.

Second level = Augmentation = Tech acts as a direct tool substitute, with functional improvement. So instead of writing an essay on paper you can use a program like Google Doc. With this software the task is still the same but the unique features of a collaborative document provide some functional improvement. E.g. Commenting, sharing, add-on's.

Both Substitution and Augmentation is used to simply ENHANCE the lesson. This technology may make tasks more efficient but its not likely to make a big difference in feature outcomes. Most learning takes place above that in the transformation section.

Third level = Modification = Tech allows for significant task redesign. So instead of simply writing an essay a student can publish a WordPress Blog using text embedded videos, pictures and other web links to convey their argument. The audience is no longer just the teacher either, it's the entire world. People from anywhere with an internet connection can review or comment on their writing allowing for deeper analysis.

The final level and the ultimate goal of technology integration is redefinition.

Fourth level = Redefinition = Tech allows for the creation of new tasks previously inconceivable. Instead of reading that essay, students can now create and publish digital story telling projects to argue their writing with multimedia. Just the same as with the online blog, it allows people from around the work to view, comment and analyse their message. So the heart of the assignment is still the same but the technology allows them to engage in a new and more involved task.

At these last two levels, learning is transformed through the use of technology. When we are more engaged and involved significant improvements in learning are more likely to take place.

For more information on SAMR:

Q's:

What activities could you think of that you could get students to do in your subject area that would fit into each level of SAMR?

A's:

Subject area: English

Assignment/task: Reading Shakespeare text on hard copy

Substitution - read text online

Augmentation - using online dictionaries, study guides, history sites, to supplement reading.

Modification - using multimedia resourced like text, audio, and video tools to jointly construct knowledge, learning, and understanding of a portion of a play, or a character, as a group project.

Redefinition - Answer the question, "what did the culture of the time have on the writing of shakespeare's play" my using a Concept Mapping took and constructing a mind mind demonstrating key elements through words and images.

another example….

An Assessment Exercise

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: Take a quiz, answers handwritten in a printed form.

Substitution: Distribute the quiz in a Word Processor file format and have student fill in answers on a computer.

Augmentation: Use a Google Form to deliver and complete the quiz. “There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material.  This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.“

Modification: As an alternative form of assessment, students could be asked to write an essay around a relevant theme. The written essay could then be narrated and captured as vocal recording.

Redefinition: “A classroom is asked to create a documentary video answering an essential question related to important concepts. Teams of students take on different subtopics and collaborate to create one final product.  Teams are expected to contact outside sources for information.”

3. Top tools for learning

There are many tools for supporting students’ learning in new and exciting ways.

It is important to note that in many schools (and NSW government schools are no exception)filtering may block many of these sites from student use.

Digital Content 3 Places to access digital Content

ABC Splash  splash.abc.net.au/

Fuse https://fuse.education.vic.gov.au/

Scootle:   https://www.scootle.edu.au/

Ed TED

Based on Watch, Think, Dig Deeper, Discuss

Ted Ed is a current and simple to use means to prepare simple online instruction for students.

It lives in http://ed.ted.com/

https://www.youtube.com/user/TEDEducation

Top 100 Tools for Learning 2015 from Jane Hart

Top 100 Tools for Learning 2015

This is the 9th annual Top 100 Tools for Learning list. Jane Hart compiled the list from the votes of over 2,000 learning professionals worldwide working in both education and workplace learning.

The list was released on 26th September 2015.

A learning tool is any software or online tool or service that can be used for

your own personal learning or for teaching or training.

The 2015 Top 100 Tools are shown in the right hand column. Follow the links to find out more about each of the tools .

Youtube **

Google Search **

Google Docs/Drive **

Powerpoint **

Facebook

WordPress **

Evernote

Prezi **

Wikipedia **

4. Flipped Classroom

Watch the video http://fuse.education.vic.gov.au/?Z78RWC that presents a model of a flipped classroom.

Consider tools like Explain Everything, Powtoon, Screencast O'matic, Camtasia or recording with your phone video.

Check out the Top 100 Tools for Learning 2015 to see what tools other teachers are using.

Peter Smythe talks about student voice as the catalyst for changing his teaching practice. What does he say about student voice?

MY NOTES

Peter the maths teacher asked his students for feedback on his teaching. He noticed they're not learning efficiently so he made change to his classroom with student feedback.

They told him to stop standing at the whiteboard and talking at them for long periods of time because there's normally only 20 minutes left at the end to complete the work. They asked him to keep handing over their shoulders and helping them with questions - individuals and small groups.

Student voice is important. Changing the classroom and the way you teach is helpful when you listen to the students.

He started making his own videos where he starts off with a blank board/canvas and then writes on it and makes a video out of it. Student feedback on the videos is that he managed to condense 30 minutes of work into a 2 minute video that clearly explained everything they needed to know. They like the videos because if you don't understand something you can pause it, rewind and re-listen. With the video being able to be done in their own time, class time is spent working on problems that students encounter and working on higher order thinking.

Students also learn skills in self assessment and self management.

Q'S:

1. What basic concepts in your teaching area are essential for students and how could they be presented in a way that could help students?

2. What tools could you use to create a tutorial?

3. What are the benefits for the students and the teacher?

4. How could students creating examples like this assist your assessment?

A'S:

1. Some basic concepts in English include spelling, grammar rules, language conventions etc. An introductory video on specific concepts could make students think about the topic and come up with questions for class time.

2. Explain everything or Screencast could be used to create a mini tutorial.

3. The benefits include: more time for teacher to individual student engagement, higher order analysis and thinking, increased independence for students.

4. ??

5. IWB- Smartboard

Using the interactive whiteboard or Smartboards

Many secondary teachers use it to project a presentation or online resources, including things they might have uploaded to their school intranet.

The use presented in these videos requires software (provided by the IWB company). You will see that many IWBs have an attached computer with that software on it, or sometimes it is on the teachers’ notebooks.

In order to use the interactive whiteboard in the way it was intended, you must have the required software on the machine connected to the Whiteboard itself.

You might want to download the driver (Software) for the model you have to use for a a 30 day trial, but wait until you get to your school and get advice from the school’s technical staff.

My Notes:

The guy in the video is showing the different features of notebook on a smart board.

Can also import power points in PDF form into the notebook.

There's a website called SMART - http://exchange.smarttech.com

has thousands of different things to do download for lots of subjects.

Also different programs you can interact with are downloadable for a smart board.

For more information head to exchange website above ^

continued module notes:

There are generally 2 ways to use the interactive whiteboard.

Many secondary teachers use it to project a presentation or online resources including things they might have uploaded to their school intranet.

The use presented in these videos requires software (provided by the IWB company) You will see many IWBs have an attached computer with that software on it or sometimes it is on the teacher notebooks.

You can use the interactive whiteboard in the way it was intended you must have the software for this on the machine connected to the Whiteboard itself.

You might want to download the driver (Software) for the model you have to use for a a 30 day trial but wait till you get to your school  and get advice from the school technical staff.

To turn on the IWB

Go to the computer with the software > login

Go to Start> Programs> Smart Technologies >SMART Notebook > SMART Notebook 10

This will launch the whiteboard. Note if you upload a presentation into the IWB software it will take the interactivity out of your presentations. (Like a PDF) Videos wont work, some links wont work.

6. Cybersafety, Privacy and Copyright

Below I have included the NSW DET's statement on a teacher's Duty of Care.

These descriptions apply to the online world. Increasingly teachers are using online tools and spaces to support their students learning.

Teachers who do need to:

•  consider new ways to supervise their students (Can't do it 24/7, so how else?)

•  ensure there is some safety around the online sessions they plan.

•  have strategies in place to prevent cyberbullying.

Schools and the Department have support services in place for students who require them for not only injuries, but emotional distress etc.

Employee Responsibility Duty of care NSW http://www.dec.nsw.gov.au/detresources/Duty-of-care_aINKBMeyYD.pdf

As a departmental employee, you have a duty to take reasonable care for the safety and welfare of the departmental school and TAFE students in your charge.

That duty is to take all reasonable action to protect students from risks of harm that can be reasonably predicted. For example, risks from known hazards and from foreseeable risk situations against which preventative measures can be taken.

The standard of care that is required, for example the degree of supervision, needs to be commensurate with the students' maturity and ability.

Duty of care to students applies during all activities and functions conducted or arranged by schools and TAFE where students are in the care of employees.

The risks associated with any activity need to be assessed and managed before the activity is undertaken. You also have a duty to ensure your safety and that of others in your work. Considerations of safety relate to both physical and psychological well-being of individuals.

Privacy

Signing students up to online spaces and sites (or getting them to do it under your instruction) may require consent from students' parents.

Check with the school to see how that is managed.

This is the Victorian interpretation of the current Privacy Laws within Australia and how it applies to schools.

Posting and sharing information online about a person other than yourself online or in any other way requires consent. Consent must be fully informed, freely given, current and specific in how the information will be presented and to whom it will be presented.

Schools will require signed authority for any work, images or information posted online. School should understand that while consent can be freely given, it can also be withdrawn at any time.

The school would then be required to remove the content/resource immediately.

Professional Responsibility

Here is a true story from the UK. What does your online footprint present?

"We feel the comments are totally inappropriate and bring the college and teaching professional in to disrepute.

Copyright

| In Australia, copyright law is contained in the Commonwealth Copyright Act 1968(Copyright Act).
• A simple definition of copyright is that it is a bunch of rights in certain creative works such as text, artistic works, music, computer programs, sound recordings and films. The rights are granted exclusively to the copyright owner to reproduce the material, and for some material, the right to perform or show the work to the public.
•Copyright owners can prevent others from reproducing or communicating their work without their permission or may sell these rights to someone else.
•Copyright does not protect ideas, concepts, styles or techniques.even a storyboard for the film. The most helpful resource is the Smart Copying Website  http://www.smartcopying.edu.au/ Alternative Copyright model is Creative Commons. Check it out http://creativecommons.org.au/

7. Assessment

Watch this video for 3 Mins.

This is a simple assessment of basic concepts.

(I have deliberately chosen this example as the concept is one you will all understand)

My Notes:

Selena is presented with an equation of 38+61=

she simplifies the bigger digits from the smaller and does 30+60 and then 8+1 so then get to 99.

Janaya is presented with the same equation. She does it a different way and adds 38 to 60 and then plus 1 to get 99.

Atonio pluses 2 to 38 to make 40 and -2 on the 61 side to make 59. He then added 40 and 59 to get 99. A different set of numbers that he is comfortable using.

Rubrics are handy when assessing any subject area and the creative use of digital technologies is one of those.

They can be created at

http://rubistar.4teachers.org/index.php