Technology Frameworks Group #1

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Technology Frameworks Group #1 by Mind Map: Technology Frameworks Group #1

1. PICRAT

1.1. Evaluation for both what the teacher and student the are doing with and using the technology for.

1.1.1. It clarifies a little more of what good practice looks like and how it involves student use.

1.2. Technology integration does not have to be the main focus, but should be included into lessons

1.2.1. Won't always be practical or beneficial to be in the main focus!

1.3. PICRAT Matrix

1.3.1. Students - WHAT are they doing and how do they feel about technology?

1.3.1.1. Passive

1.3.1.2. Interacting

1.3.1.3. Creating

1.3.2. Effective technology integration is a subtle and difficult thing to decipher

1.3.2.1. The MATRIX helps us to think about practice along two lines

1.3.3. Technology use's effect on practice

1.3.3.1. Replacement

1.3.3.2. Amplification

1.3.3.3. Transformation

1.3.4. How we use technology to improve student learning!

1.4. Technology

1.4.1. Provides new ways of thinking!

1.4.1.1. We need to use technology and learn how to teach new information

1.4.1.2. Help students think more critically

1.4.2. Improves the efficiency of tasks

1.4.3. OR introduces new functions to original tasks

1.5. Great tool to help you think about your teaching and how YOU use technology in the classroom

1.5.1. good teacher will continually think about how they can learn about new technology and how it can benefit their students and themselves in NEW, POSITIVE ways

2. SAMR

2.1. What is it?

2.1.1. SAMR is a tool to assess how technology is being Incorporated in the classroom material.

2.1.2. It helps teachers assess themselves using a range of steps

2.1.2.1. the different steps

2.1.2.1.1. Substitution

2.1.2.1.2. Augmentation

2.1.2.1.3. Modification

2.1.2.1.4. Redefinition

2.2. Difference between SAMR and Blooms taxonomy

2.2.1. SAMR is used to assess how much technology is being used in the classroom

2.2.2. Blooms Taxonomy is used for assessing the students higher thinking.

2.2.3. Blooms Taxonomy and SAMR are used together in the classroom to see how technology is being used in the classroom and how students are doing understanding the material

2.3. SAMR can be used beyond the classroom and into meetings, observations, and any other activities.

2.3.1. By focusing on SAMR it can increase the overall effectiveness of the meetings or observations.

2.3.2. Using SAMR outside of the classroom and into meetings and observations can help the hosts of the meeting or the observers do more with the information gathered.

2.4. Redefinition isn't always the best choice or goal for the classroom

2.4.1. SAMR is a spectrum and sometimes substitution is the best for a particular setting.

3. ISTE Standards

3.1. Skills and dispositions that are foundational to innovative teaching and learning

3.2. STUDENTS

3.2.1. must be prepared to thrive in a constantly evolving technological landscape

3.2.1.1. There is no longer a one size fits all type of learning. Students can take control of their learning experience.

3.2.1.2. Helps the students think on a deeper level and to be creative in their communication

3.2.2. Designed to empower student voice and ensure that learning is a student-driven process.

3.2.2.1. Outcomes of the integration of technology in the classroom has shown an increase in writing skills, a change in attitude towards math and understanding of its concepts.

3.2.2.2. Achievement of students in K-12 have increased

3.2.2.3. Science learning has increased due to the collection, analyzation, and modeling of the data

3.3. EDUCATORS

3.3.1. Your road map to helping students become empowered learners

3.3.2. Standards will deepen your practice, promote collaboration with peers, challenge you to rethink traditional approaches and prepare students to drive their own learning.

3.3.2.1. The role of the teacher has now shifted to being facilitator and granting students the opportunity to be their own teacher.

3.3.2.2. The teacher also gets the chance to learn beside their students.

3.3.3. Inspire students to contribute and participate through the digital world in a positive and responsible way

3.3.3.1. Create ways that students can make positive contributions to the community

3.3.3.2. Establish an environment that encourages curiosity and critical examination of digital tools

3.3.3.3. Helps students take initiative by giving them a sense of responsibility in the material

4. Triple-E

4.1. Instructional Strategy

4.1.1. These should always be utilized first

4.1.1.1. Think Pair Share

4.1.1.2. Guided Instruction

4.1.1.3. Gradual Release

4.1.1.4. Co-use

4.1.1.5. I do, We do, You do

4.1.1.6. Interactive Modeling

4.1.1.7. Turn and Talk

4.2. Engagement

4.2.1. Effectiveness of technology in learning

4.2.1.1. Does technology permit students to focus on the task or assignment with less distraction?

4.2.1.2. Does technology foster internal motivation sufficient to commence the learning process?

4.2.1.2.1. Modeling navigation of tool

4.2.1.2.2. Teacher monitoring

4.2.1.2.3. Student self-reflective monitoring

4.2.1.2.4. Cause co-engagement

4.2.1.2.5. Software tour

4.2.1.2.6. Share aloud

4.2.1.2.7. Purposeful partnering

4.2.1.3. Does technology cause a shift in the behavior of the students, resulting in the creating of a transfer from passive learning to active social learning? (Co-use or Co-engagement)

4.3. Enhancement

4.3.1. Effectiveness of technology in student understanding/comprehension

4.3.1.1. Does technology aid students in developing or demonstrating a more sophisticated understanding of the content?

4.3.1.2. Does technology create scaffolds that make understanding concepts or ideas easier?

4.3.1.2.1. Active listening

4.3.1.2.2. Self-reflective practices

4.3.1.2.3. Graphic organizers

4.3.1.2.4. Visual representations

4.3.1.2.5. Differentiation

4.3.1.2.6. Personalization

4.3.1.2.7. Reflective notebooks

4.3.1.3. Does technology create paths for students to demonstrate their understanding of the learning goals in a way they could not with books?

4.4. Extension

4.4.1. Effects of technology on their daily lives

4.4.1.1. Does technology create opportunities for students to learn outside of their typical school day?

4.4.1.2. Does technology create a bridge between school learning and daily life experiences?

4.4.1.2.1. Real world issues

4.4.1.2.2. Partner with real world extensions

4.4.1.2.3. Engage students in authentic discourses with others

4.4.1.2.4. Students investigate and direct own project

4.4.1.2.5. Use of authentic tools prominent in daily life

4.4.1.2.6. Role playing

4.4.1.2.7. Penpals

4.4.1.3. Does technology allow students to build skills that they can use in their daily lives?

4.5. Graded by use of the green, yellow, and red light system

5. TPACK

5.1. What is it

5.1.1. This is a technology integrated frame work with three types of knowledge

5.1.1.1. Technological knowledge

5.1.1.1.1. Incorporating technological ways to deliver the content to students

5.1.1.2. Pedagogical knowledge

5.1.1.2.1. Presenting content in an interactive way such as videos, games, or a class discussion

5.1.1.3. Content knowledge

5.1.1.3.1. An understanding of the content in need to teach your students

5.1.2. Each section of learning work together. In other words intersect, the goal is to intersect all three together for an optimal learning.

5.1.3. A teacher should understand the content of the lesson being taught, technology behind it, and present it in A more interactive way.

5.2. Difference between TPACK and SAMR

5.2.1. TPACK

5.2.1.1. Involves giving thought of planning lesson that incorporates all three sections

5.2.2. SAMR

5.2.2.1. More known by educators

5.2.2.2. Relys on technology

5.3. Importance

5.3.1. Preparing student for technological driven world

5.3.2. Simplified class, school, and district management

5.3.3. Presence of digital tools improves education

5.3.4. Shows a relationship between Technology, Pedagogy, and Content