Using Technological, Pedagogical & Content Knowledge (TPACK)
Mishra & Koehler (2009) view technology integration holistically using the Technological, Pedagogical,Content Knowledge (TPACK) framework (p.51). As these three knowledge domains blend together, educators must first look to content and curricula, then make appropriate and judicious decisions whether or not technology integration can redefine learning and teaching (Harris & Hoffer, 2011, p. 211). The teaching context, pedagogical knowledge needed and amount of support or resistance teachers may encounter when implementing technology must also be considered. By following the current literature on TPACK, this unit plan seeks to build all activities around this theoretical framework to ensure teaching and learning outcomes are maximized.
In addition to the TPACK framework, follows the SAMR (Substitution, Augmentation, Modification and Redefinition) model to ensure the use of technology in its mobile forms (mlearning) are personalized, situated and connected learning (Romrell, Kidder & Wood, 2014). This unit plan also aims to reach the highest level of the SAMR framework to redefine and transform learning. This can be accomplished by creating tasks that could not have otherwise been done without the use of a chosen technology (p.4). Below is a graphical depiction, rubric and account of the activities that will demonstrate the use of TPACK, SAMR for this learning module.
In addition to the TPACK framework, follows the SAMR (Substitution, Augmentation, Modification and Redefinition) model to ensure the use of technology in its mobile forms (mlearning) are personalized, situated and connected learning (Romrell, Kidder & Wood, 2014). This unit plan also aims to reach the highest level of the SAMR framework to redefine and transform learning. This can be accomplished by creating tasks that could not have otherwise been done without the use of a chosen technology (p.4). Below is a graphical depiction, rubric and account of the activities that will demonstrate the use of TPACK, SAMR for this learning module.
ELEMENTS OF TPACK IN THIS PROJECT
Assessing my TPACK and Use of SAMR
To understand
how the activities contained in each lesson of this project lend to the quality
of technology integration with effective teaching approaches, Grandgenett, Harris & Hoffer (2010) developed a rubric to they assert is valid and reliable to measure inclusive
pedagogical approaches that reflect Technology, Pedagogy and Content (TPACK)
concepts. The assessment rubric developed by these authors is referenced to evaluate elements of TPACK in this learning environment. This rubric will evaluate the project’s curriculum goals, instructional
strategies, technology selection and the resulting fit between content,
pedagogy and technology.
Assessment Rubric for TPACK & SAMR
Note: Adapted from Harris, J., Grandgenett, N., & Hofer, M. (2010). Testing a
TPACK-based technology integration assessment rubric. Society for
Information Technology & Teacher Education International Conference
(Vol. 2010, No. 1, pp. 3833-3840). Retrieved from http://www.editlib.org/p/33978/
Technology Integration using the SAMR & TPACK Framework
Below is a summary of all ten lesson plans highlighting my technology use in the classroom its alignment the Saskatchewan Grade 5 curricular Outcomes. For a more detailed picture of my entire lesson plans, see the Learning Tasks page.