1. Overlapping Components
1.1. PCK
1.1.1. Adressing different learning styles
1.1.1.1. Scafolding content for deeper learning
1.1.1.1.1. Classroom Example: A teacher connects literacy pedagogy (close reading, guided practice, accountable talk) with literacy content (comprehension, fluency, analysis). Techer could say "Pair and share using accountable talk about what you think the authors' message was?"
1.2. TCK
1.2.1. Ensures the content isn’t lost in the process of transformation
1.2.1.1. See data represented in many ways; content is at the forefront
1.2.1.1.1. Example in a classroom: interactive dictionary apps to deepen vocabulary of a multimodal or any text. Teacher could say “Use the pop-up definition to better understand that word in context of the story.”
1.3. TPK
1.3.1. How to choose and manage technology for your students
1.3.1.1. Use collaboritive tools
1.3.1.1.1. Examples in a classroom: using Flip for oral reading fluency practice, Padlet for collaborative vocabulary building
1.4. TPACK (intersection of all 3 core pieces)
1.4.1. Enhances learning, increased collaboration and critical thinking
1.4.1.1. Classroom Example: students create a podcast/news cast (tech) to analyze a character's motivation (content) while engaging in peer feedback and reflection (pedagogy).
1.4.1.1.1. Connection to my teaching: Helps me design tasks that connect to 21st-century skills (communication, collaboration, creativity, critical thinking) without losing sight of literacy standards.
1.4.1.1.2. give my students a choice in how they demonstrate their learning whether it be a podcast, video essay, digital story, or blog.
2. SAMR Model
2.1. Transformative
2.1.1. Modification
2.1.1.1. Significant task redesign; Collaborative and Increased Communication
2.1.1.2. Students annotate a shared digital text collaboratively (e.g., Google Docs/Padlet/Flip) adding comments, questions, and voice notes. They can insert images, short clips, or text to explain their ideas
2.1.1.2.1. Student A: “I added a video that explains the setting.” Student B: “I recorded myself summarizing this part.”
2.1.1.2.2. Student B: “I recorded myself summarizing the first part.”
2.1.1.2.3. Teacher: “Great collaboration! Your notes deepen understanding for everyone in the class.”
2.1.2. Redefinition
2.1.2.1. Creation of new tasks; Creative, Critical Thinking, Collaborative, Increased Communitcation
2.1.2.2. Students create a multimodal project based (digital story, podcast, video essay, interactive presentation) that blends with their reading. They share it on a class blog such as Google Classroom for their peers to react and comment on
2.1.2.2.1. Student: “We made a podcast comparing this text to our own lives.”
2.1.2.2.2. Teacher: “You’ve taken the story and reimagined it in a completely new way.”
2.2. Enhancement
2.2.1. Subsitution
2.2.1.1. direct tool subsitute w/ NO functional improvement; doesn’t add much value
2.2.1.2. Having A digital version of a printed text (PDF of a storybook, eBook instead of hard copy). Students highlight key vocabulary using built-in tools.
2.2.1.2.1. Teacher: “Use the highlighter to mark words you don’t know.”
2.2.2. Augmentation
2.2.2.1. direct tool subsitute w/ functional improvement
2.2.2.2. Interactive eBook with audio narration, word definitions that pop up, students can listen to text while following along visually.
2.2.2.2.1. Student: “When I tap the word, it tells me what it means.”
2.2.2.2.2. Teacher: “Notice how hearing the definitions read aloud helps with comprehention.”
3. Connections of SAMR to My Practices
3.1. Subsitution
3.1.1. Shows how I’m only replacing tools without enhancing instruction. Challenges me to reflect and ask, “Is the tech purposeful?”
3.2. Augmentation
3.2.1. Informs practice by reminding me to build in accessibility features such as audio, definitions. The challenge is ensuring students don’t rely too heavily on these supports.
3.3. Modification
3.3.1. shows me how collaborative tools can change a lesson design. The challenge for me is managing digital literacy and equitable participation among all my students
3.4. Redefinition
3.4.1. Helps my practice opby making me think about authentic learning onrtunities and incorperating creativity. The challenge being adequate time, assessment opportunities, and ensuring access to tools needed.
4. TPACK Model
4.1. Technological Knowledge (TK)
4.1.1. How to select, use, and integrate technology into curriculum
4.1.1.1. Looks like; a teacher who knows how to use tools (eBooks, annotation apps, Padlet, Flip, podcast software). Students navigate these confidently.
4.1.1.1.1. Sounds like; Teacher: “Click the audio icon to hear the passage again.”
4.2. Pedagogical Knowledge (PK)
4.2.1. The 'How' we teach; Teaching Methods, Instructional Strategies, Assessments
4.2.1.1. Looks like; intentionally choosing multimodal strategies (read-alouds, collaborative annotation, student-led projects) to support comprehension.
4.2.1.1.1. Sounds like; turn and talks, reviewing video clips, formal and informal assessments
4.3. Contnet Knowledge (CK)
4.3.1. The 'What' we are teaching; Facts, Concepts, Theories
4.3.1.1. Looks like; a teacher with a deep understanding of literacy skills (fluency, comprehension, vocabulary, multimodal texts). And tech is chosen to align with the literacy goals
4.3.1.1.1. Sounds like; open ended questions leading to critical thinking for students Ex: “Notice how the illustrations add to the author’s meaning.”