TPACK & SAMR
TPACK is the acronym for the Technology, Pedagogy, and Content Knowledge model that can support our development of modern teaching practice. Most teachers have developed a certain amount of content knowledge, or understanding of “what to teach”, as well as a range of pedagogical skills, or “how to teach”, the final aspect of the model is technological integration. What technological tools effectively enhance teaching and learning in that context?
A teacher with access to multiple devices and technological interventions may make different about what and how to teach to their unique group of learners. Confidence in using the technology available will also affect those choices. Where these three aspects meet is the modern teaching ‘sweet-spot’ – a balance of relevant content, good pedagogy, and integrated technology creates an engaging and effective modern learning context.
Gauging the impact of the technological integration is where the SAMR model comes in…
“Six constructs identified by the literature to be relevant to technology integration: technology proficiency, computer anxiety, attitudes and beliefs toward technology in education, previous and planned professional uses of technology, pedagogical styles, and [understanding of social dynamics]”.
“The study confirmed the assumption that teachers’ technology proficiency plays a major role in classroom technology innovations. Moreover, it added a new dimension to the variable. Traditionally, technology proficiency has been understood as the ability to operate a piece of equipment or use a software application. However, our observations suggested that an additional dimension of technology proficiency plays an equally important part: knowledge of the enabling conditions for a technology—that is, knowing what else is necessary to use a specific technology in teaching.”
“Among the qualities of a teacher that appeared to make a project more or less successful was her or his understanding of and ability to negotiate the social aspects of the school culture. Our analyses suggest that socially savvy teachers were more likely to implement their projects successfully. These teachers knew the social dynamics of the school, were aware of where to go for what type of support, and were attentive to their peers.”
Zhao, Pugh, Sheldon, Byers; 2002. “Conditions for Classroom Technology Innovations”
Technological integration in education is important because tomorrow’s economy is reliant on careers that utilise diverse technologies. From food production to fashion design, the dream jobs of the future will have a technology component, possibly even one that we haven’t imagined yet! Molly Schroeder, a global digital age learning specialist, stated earlier this year, in her opening keynote address at GAfE summit Christchurch, that the technology we are using today, is the worst our students will ever have.
There has been a lot of learning over the last few weeks:
- Developing an understanding of ‘knowledge’ as a verb
- Cognitosphere, Co-Presence & Thought Leadership
- Key Competencies & 21st Century Skills
- TPACK & SAMR
All these ideas will help me identify, justify and plan a digital and collaborative learning innovation that can be applied to a specific area of my teaching practice.