With many faculties returning to in-person learning after quite a year of remote or hybrid, many teachers feel conflicted about their technology usage going forward: Some need a hiatus from tech, while others have a bring-it-on attitude and aim to create hard-earned technical skills.
Either way, technology is here to remain in education. When teachers take time to reflect on where they stand with technology and the way to best integrate it into their practice, they’re better prepared for post-pandemic instruction.
I like to recommend exploring different educational technology integration frameworks which will help teachers zero in on what works best for them, and why.
The Technological Pedagogical and Content Knowledge (TPACK) framework speaks to the various bases of data that teachers possess (technological, pedagogical, and content) and the way the three intersect; those intersections helps teacher fold digitals tools into their practice.
In the classroom: TPACK works well Edtech as a listing within the lesson-planning phase. for instance, imagine an elementary teacher planning a lesson on the water cycle.
Scientific vocabulary and ideas form her content knowledge, and instructional strategies that have succeeded together with her students within the past and best practices for the grade level form her pedagogical knowledge. Those two sets of experiences lead her to a collaborative approach: Students will explore the water cycle in groups.
That leaves her final consideration: technology. She asks herself the subsequent questions:
- What skills, concepts, or ideas do I would like my students to learn?
- What instructional strategies am I able to bring into this lesson?
- Are these instructional strategies appropriates for my groups of the student?
- What technology tools am I able to bring into this lesson?
- What tools do my students know, and are those tools available to them?
Given that her students have the technical knowledge to try to research and style a presentation, she lands on having them independently research the subject and collaborate to make a multi-media presentation.
I like to make a three-column chart when I’m planning with TPACK, where Edtech I list the skill, the educational strategies which will be wont to teach the skill, Edtech and therefore.
The Substitution, Augmentation, Modification, and Redefinition (SAMR) framework helps teachers believe how they currently use technology in their classrooms It’s a reflective and qualitative assessment framework instead of a listing.
With substitution, a technology tool is employed without changing the task, like writing the essay in Google Docs. the task is redesigned with a digital tool—the student shares their essay in the webspace and receives feedback from readers. the lesson is reimagined entirely; the scholar might create a multimedia project instead of a standard essay.
In the classroom: Teachers use the SAMR framework to work out whether or not the devices they currently use in their classrooms enhance or transform their instruction. they will shift among SAMR levels from lesson to lesson—and they don’t need to strive for modification or redefinition with every lesson.
When I teach, SAMR frames an assessment I do at the top of every week: I reflect on the teachings, listing the devices, software, or hardware I incorporate into instruction and the way I used each tool. Then I ask myself the subsequent questions:
- Was the technology used as a substitute, or did it enhance the training experience?
- Did the technology improve student performance?
- Did the technology give students additional learning opportunity that was previously not possible?
- Were the scholars ready to successfully achieve the training objectives with the utilization of the technology?
- Could I even have used the tools in a more beneficial way for my students?
The answers to those questions help me to ascertain when lessons that changed or maybe redefined technology usage didn’t help my students master the training objective, and when there have been additional ways I could have integrated technology for a far better learning experience.
Another framework, Edtech the PICRAT matrix, is extremely almost like SAMR, but it prompts teachers to think about how exactly students engage with tech tools. RAT stands for replacing, amplify, and transform.
which mirror the substitution, modification, and redefinition stages of SAMR, while PIC describes if the scholars are using the technology passively, interactively, or creatively.
A passive lesson would be students observing teachers playing a video on a whiteboard, an interactive lesson would be students answering embedded questions while watching a video.
An ingenious lesson would involve students producing a video of their own. For teachers who want to zero in on the qualitative aspects of student engagement with technology, PICRAT may be a great alternative to SAMR.
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