Technology Enhanced Teaching
The Need for Digital Teacher Training
Despite increased access to computers, the
internet, and related technology for students and teachers, schools are facing
challenges. They are experiencing difficulty in effectively integrating these
technologies into existing curricula and teaching-learning processes.
It is well established that teacher quality
has a direct positive influence on student accomplishment. Teachers are
expected to employ integrated technology practices in their classrooms to help
students learn better.
The integration of technology into teaching
has become more and more common in this globalized post-pandemic educational
setting. As there is an abundance of technologies available worldwide, teachers
need to be careful in designing their technology-integrated lessons. Teachers
must be selective in choosing the
type of technologies to be used in their classes.
Technological Pedagogical Content Knowledge (TPACK) Model
1.
Technological
knowledge (TK):
Technological knowledge is the knowledge about
various technologies ranging from the
simplest, such as pencil and paper, to more sophisticated ones, such as digital
technologies like digital videos, interactive whiteboards as well as the internet.
2.
Content knowledge
(CK):
Content knowledge refers to the knowledge of the content area
or the subject matter having to be
taught or learned. This knowledge encompasses all the facts, ideas, concepts, and theories
related to the specific content area.
3.
Pedagogical knowledge (PK):
Pedagogical knowledge refers to the knowledge of various
methods and strategies of teaching
and learning as well as of its processes taking place in the classroom. This knowledge
includes, among others, the knowledge of classroom management, assessment strategies,
and lesson plan development.
4.
Pedagogical content
knowledge (PCK):
Pedagogical content knowledge is the knowledge
of teaching strategies to effectively
deliver or help students learn the specific subject matter in hand. This knowledge varies
across content areas and relies heavily on the thorough understanding of the subject
matter being taught or learned. Simply put, pedagogical content knowledge is the
knowledge of how to teach and help students learn a specific content in multiple ways
equally effective for them.
5.
Technological
content knowledge (TCK):
Technological content knowledge can be
defined as the knowledge of how
various technologies can be manipulated to help students practice and learn concepts
in a specific content area in new meaningful ways.
6.
Technological
pedagogical knowledge (TPK):
Technological pedagogical knowledge
refers to the understanding of how
various technologies can be integrated into teaching as well as of how those technologies can
change the way teachers teach for the better.
7.
Technological
pedagogical content knowledge (TPACK):
Technological pedagogical
content knowledge encompasses the
knowledge teachers should have to be able to integrate technology into their
teaching in any content area. By having this knowledge, teachers should possess a thorough
understanding of the intricate relationship between the three basic domains of
knowledge (TK, CK, and PK) and, hence, be able to teach contents using appropriate methods
and technologies.
As the graphic
clearly shows,
TPACK is the
intersection of three domains knowledge
naming Pedagogical Content Knowledge
(PCK),
Technological Pedagogical
Knowledge (TPK),
and Technological
Content Knowledge (TCK)
with each of which is derived from the intersection of
three basic knowledge
components (technology, pedagogy, and content)
Example:
1. Make
list of keywords :
|
Content
|
Pedagogy
|
Technology |
|
Mensuration Area
Volume Surface
area Perimeter
Square
Cube Cylinder
Cone
|
Lecture
method Visualization Sketching
Explanation
Demonstration Inductive
Deductive |
Sketch Picture Diagram Video Animation
Objects
Graphics
|
2. Find
matching areas :
|
Content - Pedagogy |
Pedagogy - Technology |
Technology – Content |
|
Volume -
Visualization |
Visualization - Animation |
Animation – Volume |
3. Find best suitable triplet :
|
Content |
Pedagogy |
Technology |
|
Volume |
Visualization |
Animation |
Till now we had discussed why and how to integrate technology into the learning cycle, matching technologies with the role of teacher and a framework TPACK which will help us to think differently to redefine and reorganize our lesson plans blending content, pedagogy, and technology.
Such
frameworks help us to modify and redefine our lessons to integrate technology
into the teaching-learning process so that our lessons can become much more
learner centred, engaging and collaborative.
Good technology integration is
not about using
a model or framework like TPACK
but it’s about awareness of
teachers regarding the available range of options
and picking the right strategy
to improve student’s participation in the learning process.
Before further discussion about the next model, let’s revise basic principles and steps to prepare a lesson plan
· Identify
and define the learning objectives
o The
Learning objectives describe what a learner will know after participating in
the learning exposure planned by the teacher
· Planning
of learning experiences
o To
plan learning activities one has to think of learners’ participation in
learning experiences and collaboration during the learning process.
· Sequencing
o Sequencing
the learning activities with available time and resources.
· Organizing
the lesson
o To
think about organizing the lesson as per the objectives and detailing of
interaction between teacher and student.
· Evaluate
students understanding
o To
think about how he is going to evaluate students understanding, that is to
identify the impact of learning
· Plan
for lesson closure
o To
plan for lesson closure which includes revision, and summarization of content,
practicing different skills to acquire skill proficiency and review with a reflection about the learning process.
Let’s discuss one more model,
The SAMR Model
This model was proposed by Dr. Ruben Puentedura.
Technology
has the power to transform students' learning. But you might observe that in
many places technology is available but it is not transforming students'
learning.
The SAMR
Model will help us to transform the teaching-learning process as it provides
different approaches about integrating technology into teaching,
“SAMR” is an acronym where
S stands
for Substitution
A stands
for Augmentation
M stands
for Modification,
And R
stands for Redefinition.
The SAMR
model provides a technique and strategies for moving through degrees of
technology adoption to find more meaningful uses of technology in teaching.
This model supports and enables teachers to design, develop, and infuse digital
learning experiences that utilize technology.
The SAMR
model suggests four aspects to integrate, modify and transform traditional
lesson plans with an effective adaptation of technology.
Substitution,
Augmentation, Modification, and Redefinition
are four
thought pillars of this model
where
Substitution
and Augmentation are considered as "Enhancement" steps,
while
Modification and Redefinition are termed as "Transformation" steps.
1.
Substitution means replacing
traditional tools with technology. For example, Instead of a paper-pencil test, I
started using Google form.
2.
Augmentation means the addition of traditional tools to enhance learning. For example, in school there are display boards, we can ask students to create virtual
bulletin boards—using an app like Padlet.
3.
Modification means using
technology to redesign your lesson instead of just modification. For example,
for resource management, we have to define a structure for filing worksheets,
question papers, and storing videos but we can start using Google classroom to
organize our resources. Instead of replacement or enhancement, Modification is
an actual change in the design of the lesson and its learning outcome
4.
Redefinition means creating a
novel experience at the pace of a traditional task. For example,
o
A. It is possible to organize new
innovative experiences due to advancements in technology. We can ask students to
write their reflections on bloggers or to create a film to document their
project work.
o
B. 30 years back students could study the internal structure of an organism by dissecting
the organism. But due to environmental hazards and awareness, there is a ban on the dissection of animals. But nowadays we can work with students to do virtual
dissections. Here technology is helping teachers to design new activities.
Learning is fundamentally
transformed at the “redefinition” level, enabling activities that were
previously impossible in the classroom. Technology leads to the creation of new
activities.
Let’s discuss an example, how a
teacher can modify and redesign his lesson by using the SAMR model
In history, we teach about events. To understand an event one has to understand the course of the event, its reference with time, place. One has to understand chronological
continuity to explore the cause-effect relation about the event. For this
history teachers always ask students to create a timeline.
A timeline
is a display of a list of events in chronological order with graphics that helps
a learner to understand historical events and trends associated with the event.
SAMR model helps me to modify my
lesson plan by incorporating technological aspects.
Let’s discuss SAMR with one
example
The topic is Second World War
If I ask
my students to submit chronology written in a word document format instead of a handwritten document in a notebook, here I am substituting traditional tools with
new technology tools.
But
technology tools help students to organize and present the timeline in an organized manner. This is augmentation as per the model as Students can prepare
Timeline using graphic organizers in PowerPoint and words document. Such
graphic organizers help students to enhance learning.
After
substitution and augmentation, the next thread to do the analyze as per the SAMR model
is the modification in the traditional lesson plan. Earlier it was very difficult
to organize the study of multiple timelines about different war theatres in second
world wars such as the European war front, African war front, Asian war front, and
Indian freedom struggle. The events are from the same period of the Second
World War but places are different. Visualization of different timelines is
essential for a holistic understanding of the event. By adopting
proper technological tools and applications like Padlet boards I can ask my students to collaborate to develop multiple parallel timelines on Padlet board
timeline templates.
And the last aspect of this model
is Redefinition
At the redefinition phase learning is fundamentally transformed to
enable new activities. Organizing new activities was previously impossible in
the classroom. The novel learning experience is a product of technology.
Due to
virtual reality applications now new websites and applications are coming up. I
can organize a virtual tour to different battlefields from the Second World War
or can organize a virtual tour of war museums and 360 degree guided tours of
historical places associated with the war. Such experiential learning
activities are totally a new learning experience which can be possible due to
development in technology and was not within the scope of teacher before the
technological development.
In this
way the SAMR model can help us to match our lesson plans with Bloom's digital
taxonomy that is setting learning objectives from low order thinking skills to
high order thinking skills where
Substitution corresponds to Remember and understanding
Augmentation corresponds to
Application
Modification corresponds to
Analysis and evaluation
And
Redefinition corresponds to Create production
From Bloom's taxonomy.
Teachers can take help from such models to rethink and redesign their lesson plans to integrate technology into the teaching-learning process.
You can think of a 5 E-learning model which focuses on
allowing students to understand a concept through a series of established steps
as of the learning cycle discussed earlier. The 5 E’s of this model stand for
engage, explore, elaborate, and evaluate.
Digital education is nothing but the innovative use of digital tools and technologies during the teaching and learning
process. The learning process in this mode is called technology-enhanced
learning and the role of a teacher is to organize these 21st-century
learner-centered technology enhanced learning experiences. So Digital teachers
of the 21st century need to upgrade themselves so that they can navigate
the learning process using the technology tools and design technology-based
instructions.
As
Digital teacher presenting 21st -century teaching-learning
process we should always keep asking one question ‘how I can use
technology to engage students in rich learning experiences where they can think to form low order thinking skills to high order thinking skills, verbal
experiences to audio-visual experiences to simulated experiences to dramatized
experiences to real-life hands-on participatory experiences.
How technology can be used not just as a way to
deliver content, but also to strengthen relationships with your students.
Teacher should keep asking three questions
·
How can my lesson be improved using technology?
·
How can I engage and empower students through technology?
·
How can online learning more closely resemble authentic, real-world
learning?
Teaching has always been as much about what
we do as how we do it.
Teaching is about asking the right questions, using the right tools,
and igniting
students’ curiosity to engage them with content.
References:
1. The
Technological Pedagogical Content Knowledge Framework Matthew J. Koehler ,
Punya Mishra , Kristen Kereluik , Tae Seob Shin , and Charles R. Graham
2. Technological
Pedagogical Content Knowledge (TPACK): The Development and Validation of an
Assessment Instrument for Preservice Teachers Denise A. Schmidt Evrim Baran Ann
D. Thompson Iowa State University Punya Mishra Matthew J. Koehler Tae S. Shin
Michigan State University
3. TPACK:
Technological Pedagogical Content Knowledge Framework,
4. A
Powerful Model for Understanding Good Tech Integration, By Youki Terada
5. The
SAMR Model of Technology Integration, Michael Gorman
Worksheet
for TPACK Analysis
Topic:
Standard:
Concept:
1. Make
list of keywords :
|
Content
|
Pedagogy
|
Technology |
|
|
|
|
2. Find
matching areas :
|
Content - Pedagogy |
Pedagogy - Technology |
Technology – Content |
|
1. 2. 3. |
|
|
3. Find
best suitable triplet :
|
Content |
Pedagogy |
Technology |
|
1. 2. |
|
|
Very interesting information for teachers.... 😊 Thx
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