Technology Frameworks in Education

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Technology Frameworks in Education by Mind Map: Technology Frameworks in Education

1. TPACK

1.1. Identifies the various domains a teacher would need to successfully integrate technology in the classroom

1.2. Comes from Lee Shulman, Punya Mishra, and Matthew Koehler

1.3. Use to develop appropriate, context specific strategies

1.4. Includes 3 Circles, 3 Shared Areas and a Central Area

1.4.1. TK

1.4.1.1. Technological Knowledge

1.4.1.1.1. Skills to operate technologies

1.4.1.1.2. Specific hardware and software skills

1.4.1.1.3. Learn and adapt to new technologies

1.4.1.1.4. Instal and remove software programs, devices and documents

1.4.1.1.5. The ability use to operating systems and computer hardware and software.

1.4.1.1.6. The technology tools that can be integrated into teaching and how to used them

1.4.1.1.7. Is the tool simple enough for the students to use?

1.4.1.1.8. Does the tool do all that I require it to?

1.4.2. TPK

1.4.2.1. Technological Pedagogical Knowledge

1.4.2.1.1. Ability to choose a tool based on its fitness

1.4.2.1.2. Teaching might change due to particular technologies

1.4.2.1.3. Does the tool that I choose fit the type of task that I want it to?

1.4.2.1.4. Applying pedagogical strategies for the use of technologies

1.4.2.1.5. Knowledge of existence, components, and capabilities of technologies

1.4.2.1.6. Affordances and constraints of technology as an enabler of different teaching approaches

1.4.2.1.7. Does the tool make sense in terms of the diverse learners in my classroom?

1.4.2.1.8. Is there another tool that may be better suited to this type of task?

1.4.3. PK

1.4.3.1. Pedagogical Knowledge

1.4.3.1.1. How to teach

1.4.3.1.2. Classroom management

1.4.3.1.3. Student thinking and learning

1.4.3.1.4. Lesson plan development and implimentation

1.4.3.1.5. Strategies for evaluating student understanding

1.4.3.1.6. Methods/processes/practices of teaching and learning

1.4.3.1.7. How students construct knowledge, acquire skills and develop habits of mind

1.4.3.1.8. Are the tasks well suited to my learners?

1.4.3.1.9. Does the order of the tasks make sense?

1.4.3.1.10. Are the tasks unclear in anyway?

1.4.4. PCK

1.4.4.1. Pedagogical Content Knowledge

1.4.4.1.1. How to teach a specific subject

1.4.4.1.2. Transform subject matter for teaching

1.4.4.1.3. Knowing which teaching fits the content

1.4.4.1.4. Knowing how to arrange the content for better teaching

1.4.4.1.5. Adapting topics to the diverse interests and abilities of learners

1.4.4.1.6. Representing and formulating the content to make it comprehensible to others

1.4.4.1.7. Are there other strategies that may be unfamiliar, yet more appropriate for the content?

1.4.4.1.8. Are the pedagogical strategies of the task appropriate for the content?

1.4.5. CK

1.4.5.1. Content Knowledge

1.4.5.1.1. Subject Matter

1.4.5.1.2. Rules of evidence and proof

1.4.5.1.3. The nature of knowledge and inquiry

1.4.5.1.4. Central facts, concepts, theories and procedures

1.4.5.1.5. Explanatory frameworks that organize and connect ideas

1.4.5.1.6. Do the students have all the content they need to complete the task?

1.4.6. TCK

1.4.6.1. Technological Content Knowledge

1.4.6.1.1. How subject matter can be changed by technology

1.4.6.1.2. Recognize when technology changes the nature of learning

1.4.6.1.3. How technology can be used to teach content in new ways

1.4.6.1.4. Are there ways that the technology can bring new content knowledge to the students?

1.4.7. TPCK

1.4.7.1. Technological Pedagogical and Content Knowledge

1.4.7.1.1. Interweaving of T, P and C knowledge

1.4.7.1.2. How techniques can be used to build on existing knowledge

1.4.7.1.3. Understanding between the complex interplay of the three circles

1.4.7.1.4. Pedagogical techniques that use technology in constructive ways to teach content

1.4.7.1.5. Does it tend to lean towards one particular factor?

1.4.7.1.6. Is this activity well balanced?

2. SAMR

2.1. Designed by Dr. Ruben R. Puentedura, Ph.D

2.2. Intended as a way for teachers to self-reflect their practice using technology

2.3. Shows how technology impacts teaching and learning

2.4. Shows progression of technology integration in education

2.4.1. Student Engagement

2.4.2. Functional Benefit

2.4.3. Complexity

2.5. An Emerging Framework

2.6. 2 categories, each with 2 subcategories

2.6.1. Enhancement

2.6.1.1. Substitution

2.6.1.1.1. Same task, different tools

2.6.1.1.2. Replace old tools with new ones

2.6.1.1.3. No functional change

2.6.1.1.4. Teacher centric

2.6.1.1.5. What will I gain by replacing the older technology with the new technology?

2.6.1.1.6. No Grade Improvement

2.6.1.2. Augmentation

2.6.1.2.1. Substitution with added functionalities

2.6.1.2.2. More student engagement

2.6.1.2.3. Have I added an improvement that could not be accomplished with the older technology?

2.6.1.2.4. No Grade Improvement

2.6.2. Transformation

2.6.2.1. Modification

2.6.2.1.1. Redesign new parts of the task and transform students learning

2.6.2.1.2. Significant functional change

2.6.2.1.3. Student benefit and self-learning

2.6.2.1.4. Each student has a personal stake in the quality of work

2.6.2.1.5. Questions come from students themselves

2.6.2.1.6. How is the original task being modified? Does this modification fundamentally depend upon the new technology?

2.6.2.1.7. 0.5 Grade Improvement

2.6.2.2. Redefinition

2.6.2.2.1. Allows for new tasks that were previously inconcievable

2.6.2.2.2. Technology to support student-centered learning

2.6.2.2.3. Collaboration becomes necessary

2.6.2.2.4. Questions and discussion are increasingly student generated

2.6.2.2.5. What is the new task? How is the new task uniquely made possible by the new technology?

2.6.2.2.6. 1 Grade Improvement

3. 21st Century Learning

3.1. 3 Levels of Knowledge

3.1.1. Foundational

3.1.1.1. Content

3.1.1.2. Digital and Information Literacy

3.1.1.3. Cross-disciplinary

3.1.2. Meta

3.1.2.1. Problem Solving and Critical Thinking

3.1.2.2. Communication and Collaboration

3.1.2.3. Creativity

3.1.3. Humanistic

3.1.3.1. Life and Job Skills

3.1.3.2. Cultural Competence

3.1.3.3. Ethical and Emotional Awareness

3.2. Developed by Punya Mishra and Kristen Kereluik

3.3. An Emerging Framework

3.4. A 21st Century classroom looks like...

3.4.1. Access via the Internet to engaging content from around the globe

3.4.2. Desktop and mobile devices that are not bound by old-fashioned school wiring.

3.4.3. Core competencies that schools need to teach to help students thrive in today's world

3.4.4. Interactive demonstration boards that allow the class to work through the material together.

3.4.5. Mobile devices with long-lasting batteries that allow students to learn on the go

3.4.6. Web-based applications that connect students, parents, and educators.

3.4.7. Pens that record audio and data while writing like a regular pen help keep students organized and allow educators to share their notes easily

3.5. Questions to inspire technology integration

3.5.1. What tools and technologies will help my students create, collaborate, and communicate better?

3.5.2. What is the appropriate role of the web, social media, mobile technologies, interactive white- boards, etc., in today’s classroom?

3.5.3. What are the digital literacies that have to be incorporated and taught?

4. Philosophy of Teachnology

4.1. Professional Growth Plan

4.1.1. Have goals from all 3 TPACK categories

4.1.2. Outlines the professional development activities the teacher intends to undertake

4.1.3. Outlined in the Teacher Growth, Supervision and Evaluation Policy of Alberta Education

4.1.4. Requires...

4.1.4.1. Goals

4.1.4.1.1. Think about SMART goals

4.1.4.1.2. Words for Developing SMART goals

4.1.4.2. Name

4.1.4.3. Date

4.1.4.4. Strategies

4.1.4.5. Timeline

4.1.4.6. Indicators of Success

4.1.4.7. Teaching Quality Standard Reference

4.1.4.8. Reflections and Implications

4.2. A teaching philosophy statement is a clear, concise account of your approaches to teaching

4.2.1. Who you are as a teacher

4.2.2. What you value

4.2.3. Why you teach

4.2.4. How you situate yourself as a teacher

4.2.5. How you assess your teaching methods

4.3. A teachnology statement focuses on your stance toward and values related to technology in the classroom

4.3.1. The tools you use to teach

4.3.2. Why you use these tools

4.3.3. How you situate yourself vis-à-vis these tools

4.3.4. How you assess your teaching with technology methods

4.4. How technology can be used in teaching practices