Topic 1; TPACK and SAMR models as framework (giving support) in integrating

technology in the practice of teaching. SAMR is linked to BLOOMS' DIGITAL

TAXONOMY

TPACK is a framework that stands for technological, content and pedagogical

knowledge. It emphasize that old teaching style in classroom is effective but it’s more effective if
technology well be added as a new medium of teaching to elaborate and support teacher skills in
teaching field.

 Content Knowledge (CK)—what are you teaching and what is your own knowledge of the
subject? For this lesson, you’ll need a solid understanding of cell anatomy and processes.
 Pedagogical Knowledge (PK)—how do your students learn best and what instructional
strategies do you need to meet their needs and the requirements of the lesson plan? In this
case, you'll need to understand best practices for teaching middle school science and small
group collaboration.
 Technological Knowledge (TK)—what digital tools are available to you, which do you know well
enough to use, and which would be most appropriate for the lesson at hand? For this lesson,
students will need to label a diagram and present, so the ability to fill in blanks with an answer
key, find images from the internet, create slides, etc. are important.

Now that you’ve taken stock of your primary forms of knowledge, focus on where they intersect.
While the ultimate goal is to be viewing your lesson and strategy through the lens of TPACK, or
the center of the model where all primary forms of knowledge blend together, taking a moment
to consider the individual relationships can be helpful.

 Pedagogical Content Knowledge (PCK)—understanding the best practices for teaching specific
content to your specific students.
 Technological Content Knowledge (TCK)—knowing how the digital tools available to you can
enhance or transform the content, how it’s delivered to students, and how your students can
interact with it.
 Technological Pedagogical Knowledge (TPK)—understanding how to use your digital tools as a
vehicle to the learning outcomes and experiences you want.

Your Original Lesson Plan

Imagine you are a 7th grade life sciences teacher. The topic is “cell anatomy.” Your objectives
are to describe the anatomy of animal cells and explain how the organelles work as a system to
carry out the necessary functions of the cell.

The traditional strategies or activities might go as follows:

 1. Walk through the cell’s anatomy and the basic functions of each organelle, referencing the
diagram in the textbook
2. Break the class into small groups. Task each group with labeling their own diagram of cell
anatomy and researching a single process to present to the class later on. You may want to
choose the process for them to avoid duplicate presentations.
3. Have each group present the cell process they researched to the class.

Applying Technological, Pedagogical Content Knowledge to Your Lesson

1. After walking through the different parts of a cell’s anatomy, break your students into small
groups and have them collaborate on completing a Check for Understanding quiz via your LMS.
Include an interactive question that provides a diagram of a cell with blank labels and requires
students to drag and drop the proper labels in place from an answer key (in Schoology’s LMS it’s
called a “Label Image” question).
2. Give each group a device with recording capabilities. Have each member of the group choose an
organelle to personify, and have them record each other explaining who they are (or which
organelle they are) and why they are important for the cell. Finally, have them upload their
videos to a media album so your students can watch each other’s videos on their own time and
leave comments.
3. Instead of researching a cell process (e.g., cell respiration, energy production, etc.) in one type
of cell, have your students compare the process between animal and plant cells and make
conclusions regarding the differences they find. Require each group to construct an artifact
of their research by creating a one-page brief in Google Drive or Microsoft OneDrive, a flowchart
comparison, or a video explanation. This can be turned in via an assignment in your LMS for
credit.
4. Armed with their knowledge of cell anatomy, function, and processes, have your students
analyze the connections between different animals and plants in their natural habitats.
Have each group infer what might happen when one animal or plant is placed in a habitat other
than it's natural one. Each group should compile evidence to make their case (articles, videos,
etc.) using Padlet, Evernote, or other similar tool. 

SAMR is a model designed to help educators infuse technology into teaching and
learning.
The model supports and enables teachers to design, develop, and infuse digital
learning experiences that utilize technology.
The goal is to transform learning experiences so they result in higher levels of
achievement for students.

I feel teachers need to both create tasks that target the higher order cognitive skills
(Bloom’s)as well as design tasks that have a significant impact on student
outcomes(SAMR).
The SAMR model considers four levels of integration: substitution,
augmentation, modification, and redefinition.
EXAMPLE OF SAMR
Lesson 1: Learning Fractions
Original assignment: show understanding of fractions on a worksheet by coloring in
blocks
Substitution: use an excel worksheet to let students color in the blocks
Augmentation: use google sheets to let students color in the blocks, where the teacher can
offer feedback directly on google sheets.
Modification: use google sheets and direct students to online examples and
supplementary learning materials for areas that they might struggle with.
Redefinition: use a fraction app instead (here are a handful of examples for ios
devices.ASSESS
Topic 2; The ASSURE Model in using and designing of learning
lessons with technology

The ASSURE model is an instructional system or guideline that teachers can use to
develop lesson plans which integrate the use of technology and media.
Focus on the learner and the overall outcome of accomplishing learning objectives.
The first step in the ASSURE model is to Analyze Learners. To Analyze the Learners
you must examine the learner in detail. Like most things, without taking the time in the beginning
to examine the learner, nothing you have prepared will be effective. Once you have an
understanding and reasonable grasp for the learners’ competence at the beginning of the
instruction, the teacher can modify to assist the learner in their learning progress.

The Second Step is State ObjectivesThe stated objectives are statements describing
what the learner will do as a result of instruction. In other words, objectives are the learning
outcomes, that is, what will the student will learn from the lesson? In order to develop proper
objectives you must frame them in terms of desired behavior.   What the learner will be able to
accomplish after completing the instruction. The objectives you use should be as specific as
possible so the learner understands what they are to accomplish. If objectives are clearly and
specifically stated, both the learning and teaching will become objective oriented.

Most objectives contain four parts:1;Audience-who your learners are? 2;Behavior to be

demonstrated 3 ;Conditions under which the behavior will be observed; and 4;Degree to which
the learned skills are to be mastered.

The third step is Select Methods, Media, & Materials .Once you know your audience
and have a clear idea of what they should get out of the lesson, then it is time to select the
appropriate method for the given learning task, select available materials, modify existing
materials, or design new materials to help accomplish this task. At this step, the Instructor
should connect the audience to the objectives. To connect the two the teacher must determine
what method to use.

The Fourth Step is Utilize Methods, Media and Materials

The Fifth Step is Require Learner Participation. The Require Learner Participation step
requires you to describe how you are going to get each learner actively and individually involved
in the lesson. Students learn best when they are actively involved in the learning experience.
Whatever your teaching strategy, be sure to incorporate questions and answers, discussions,
group work, hands-on activities, and other ways of getting students actively involved in the
learning of the content.  You should seek to pay close attention to your learners and feel
confident that they are truly grasping the content and not just listening. Participating in the
learning will facilitate this level of understanding. Allow them to construct knowledge as
opposed to trying to “teach” them knowledge. Finally for this step, feedback must be provided to
the learner before any type of evaluation is conducted.

The Sixth Step is Evaluate Student Performance: The last step of the ASSURE method is
Evaluate Student Performance. Here the evaluation should be matched to the objective.
Ultimately this last stage is the most important. You must evaluate the instruction process from
start to finish using the objectives you created in the beginning. It is helpful to reflect on your
objections, the instructional strategy, the instructional materials, and the assessment. By
evaluating the learners against the objectives it can be determined if the lesson was effective
and whether any step needs to be modify or re-examined.
Topic 3: Edgar Dale's Cone of Experience as basis in the
development of the teaching plans and selection of instructional
materials using technology
Edgar Dale's Cone is one of the most important theoretical foundations of information
technology. It makes connection between concrete and abstract ideas which is one of the main
principles of teaching and learning. It also helps the teacher to select media on the basis of the
experience aimed to transfer students.
Cone of learning it purpose is to inform viewers of how much people remember based on
how they encounter information.
The eight M’s of teaching
1. Milieu—the learning environment
Since learning is triggered off by stimuli in the environment it assumes primary
importance in teaching and learning. Teachers need to make the learning
environment as stimulating as possible. Every stimulus in the classroom should
contribute to learning. Objects in the room as well as common routine activities.

2. Matter this refers to the what is to be learned as specified in the instructional

objectives mastery of every lesson instead of its mere coverage by the class.
Curriculum makers are advise to be realistic in projecting matter and avoid giving
the students too much too soon and to teach little master but well mastered.
3. Method this consist of purposeful planned activities and tasks that are undertaken
by the teacher and the students in the classroom to bring about the intended
instructional material.
4. Material materials are resource available to the teacher and learners which serve
as stimuli in the teaching learning situation.this may either a human person or
physical object. The whole purpose of materials is to initiate the students to the
real world they live in.
5. Media. This serves dual purpose to promote common understanding in instruction
and to set and maintain a healthy psychological climate in the classroom to
learning.
6. Motivation motivation is the cardinal principle in learning. A learne will learn
only those things he/ she wants to learn.
7. Mastery. The Be-all and End all of learning. This means internalization of
learning resulting in automatic or habitual change behaviour through meaningful
application.
8. Measurement. This is the final stage in the teaching and learning sequence
involving the systematic collection of the evidence of learning. This concerned
with the behaviour aspect of the objective.
Topic 4: What is GLOBAL DIGITAL CITIZENSHIP and its 5
tenets

Being a Global Digital Citizen is about more than just being a citizen of Earth. These are leaders,
learners, and creators. It’s a way of living well in a world that’s changing fast, and showing others how to
do the same. A Global Digital Citizen is a responsible, ethical citizen, leveraging technology to foster
community on a global scale through connection and compassion.

5 tenets
Personal Responsibility

Personal responsibility includes demonstrating how we manage ourselves in matters such as:

 personal finance
 ethical and moral boundaries
 personal health and wellness
 relationships of every kind, both online or offline

Why it’s important: For the student, this kind of responsibility means taking ownership of their
learning. Developing a sense of accountability for lifelong learning in our students prepares them
for the workplace. These are places where they must often think and act independently and take
initiatives on their own. Encouraging this in the classroom as early as possible can help students
develop high-level critical thinking and problem solving abilities to assist them in every aspect of
their lives.

Some ideas:

 Put students into various project management roles

 Encourage them to set their own learning goals and milestones
 Let them create and discuss their own essential questions
 Lead students towards self- and peer-assessment techniques
 Used flipped learning strategies to engage students to learn independently
 Welcome input on class activities and schedules

Global Citizenship

The Global Digital Citizen understands that technology has dissolved boundaries between all the
world’s people. We now communicate, collaborate, and celebrate across all levels of society. We
are now all global citizens.
Why it’s important: Our students must realize, among other things, that we aren’t isolated from
each other anymore. A deep understanding of this new global interconnectedness can encourage
them to be aware of the issues, traditions, values, and cultures of other citizens. This leads to
cultivating understanding, acceptance, compassion, and humility.

Some ideas:

 Involve students in projects on sites like Kiva.org, Kickstarter, or Vittana

 Foster international connections using Skype in the Classroom
 Explore and discuss the Miniature Earth Project, and create something similar that relates
to the school or community

Digital Citizenship

Digital citizenship covers appropriate and exemplary behaviour in our online environments. It’s
about working towards making our transparent digital world safe for ourselves and others.

Why it’s important: Just like with personal responsibility, this involves moving accountability
for appropriate behaviour to our students. We teach them how to govern their behaviour, act in
just and moral ways, and lead by good example in all online associations. In doing so they foster
independence within themselves and hopefully light the way for others to do the same.

Some ideas:

 Take a survey to find out what your students know about good digital citizenship
 Carefully implement BYOD programs — use our BYOD Guide to help you
 Employ Digital Citizenship Agreements to help you form great guidelines
 Explore digital citizenship resources from Common Sense Media

Altruistic Service

Altruism is defined as “having a selfless concern for the well-being of others.” The Global
Digital Citizen acknowledges that they share this world with many different people. These ideals
apply to the people we know, but also those we don’t know. It includes embracing the
opportunity to exercise charity and goodwill for the benefit of others.

Why it’s important: The practice of altruistic service provides opportunities for our students to
create meaningful connections to the real world. It gives them the chance to reach out to others
and do things that can make a person’s experiences better or easier in everyday life. This
produces a sense of community and well-being for all.

Some ideas:

 Create fundraising campaigns and other charitable acts with your students
 Students can volunteer abroad using organizations like Projects Abroad or ISV
  Students can work in their own community with local businesses to gain work experience
and contribute to the well-being of community business leaders

Environmental Stewardship

This practice is all about common-sense values and an appreciation for the beauty and majesty
that surrounds us every day. This facet of Global Digital Citizenship encourages exploring how
we can practice the conscientious use of Earth’s resources.

Why it’s important: Environmental stewardship encourages every student to take a positive
stand on personal, local, regional, national, and international actions regarding the preservation
of what is essentially our “environmental community.” This facet of Global Digital Citizenship
reinforces the idea that we have one world that we all live on. It’s vital that we respect it and take
steps to ensure its beauty and longevity for all future generations.

Some ideas:

 Explore websites like Endangered Earth, EPA, and EarthDay.org for information and
learning resources
 Ensure a good recycling program is in place at your school
 Create a fundraising campaign to support an environmental group or your local recycling
center
 Create a “clean and green” school challenge and invite other schools to participate in
developing school the most effective policies and activities
Topic 5; what is DIGITAL CITIZENSHIP and its 9 elements
A digital citizen--- is a person using information technology (IT) in order to engage in
society, politics, and government.
-------those who use the internet regularly and effectively.
---------they also have comprehensive understanding of digital citizenship, which
is the appropriate and responsible behavior when using technology.

1. Digital access is about the equitable distribution of technology and online

resources. Teachers and administrators need to be aware of their community and
who may or may not have access, not only in school but at home as well.
Educators need to provide options for lessons and data collection such as free
access in the community or provide resources for home.

2. Digital commerce is the electronic buying and selling of goods and focuses on the
tools and safeguards in place to assist those buying, selling banking or using
money in any way in the digital space. Career and technical education use the
tools of technology to show students the path for their future.

3. Digital communication and collaboration is the electronic exchange of

information. All users need to define how they will share their thoughts so that
others understand the message. For students struggling to understand their place
in the world technology can help them find their own voices and express
themselves.

4. Digital literacy is the process of understanding technology and its use. The better
educated or digitally fluent students are the more likely they are to make good
decisions online like supporting others instead of making negative comments.

5. Digital etiquette- refers to electronic standards of conductbor procedures and has

to do with the process of thinking about others when using digital devices.

6. Digital law refers to the electronic responsibility for actions and deeds and has to
do with the creation of rules and policy that address issues related to the online
world.

7. Digital rights and responsibility are those requirements and freedoms extended to
everyone in a digital world. This area of digital citizenship is about helping
 students understand that when they are provided opportunities such as the access
to the internet and use online products they need to diligent in helping others as
well. Such as informing adults of potential problems.

8. Digital health and wellness. Refers to physical and psychological well being in a
digital world. Technology provides many opportunities and enjoyment but
knowing how to segment use with the needs of ourselves and others is key to a
healthy balanced life.

9. Digital security is the electronic precautions to guarantee safety. Viruses, worms

and other bots can be passed along from one system to another just like illness.
When using devices in school or at home, understanding and being aware of
attacks and how to prevent them are important skills for today and into the future.