Video 5: Summary

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En provenance du cours de Arizona State University

Teach English Now! Technology Enriched Teaching

421 notes

Arizona State University

Teach English Now! Technology Enriched Teaching

421 notes

Cours 3 sur 4 dans Specialization TESOL Certificate, Part 2: Teach English Now!

This course focuses on the key concepts you need in order to effectively integrate technology into your teaching, without letting it overshadow language learning. Discover current and future trends in educational technology, along with strategies for implementing these trends in the classroom and beyond. As technology is continually evolving, learn how to keep up on current technological applications through professional development networks and training opportunities.

À partir de la leçon

Module 4: Transforming the Classroom Using Technology

In this module, learners are introduced to the interaction between teaching, content, and technology, using the acronym TPACK. Through this acronym, teachers are invited to recognize the ways in which different types of knowledge work together. We are also introduced to an additional acronym: SAMR. This acronym invites teachers to consider how essential the tool is to achieving learning outcomes, and whether it simply replaces an older type of technology, or if it transforms the learning process itself.

Video 5: Summary6:39

Rencontrer les enseignants

Jessica Cinco
International Educator
Global Launch
Dr. Shane Dixon
Senior International Educator
Arizona State University Global Launch
Dr. Justin Shewell
Senior International Educator
Arizona State University

[MUSIC]

>> Great to see you again on Teach English Now!

We hope that you've enjoyed this module involving two very important concepts for

teachers to consider while integrating technology into their classrooms.

If you recall, the first concept is called TPCK, which stands for

technological pedagogical content knowledge and the second is called SAMR,

or substitution, augmentation, modification, and redefinition.

>> Yes, Shane.

[LAUGH] So let's start by reviewing TPCK, and

then we can delve into the concepts that we talked about in relation to SAMR.

So first things first, TPCK is defined as essentially the combination of

several types of knowledge or understanding about content, teaching,

and technology all coming together to form that sweet spot where all

three types of knowledge overlap.

If you recall, these types of knowledge are content knowledge,

which is knowing what to teach.

Pedagogical knowledge, which involves teaching how to teach.

And technological knowledge, which refers to a teacher's

understanding of technology and how it can be applied to specific situations.

Remember that combining these different types of knowledge creates

other types of knowledge for us to consider.

>> Exactly right, Jessica.

And luckily,

our newbie had the all-knowing pedagogue to help him consider different types of

knowledge when thinking about incorporating technology into his lessons.

We talked about pedagogical content knowledge,

which is a combination of knowing what to teach and how to teach it.

Technological content knowledge, which is knowing what to teach and

how technology can be used to teach it.

And technological pedagogical knowledge,

which [NOISE] combines what teachers know about technology and what they know about

teaching to apply technology to different teaching situations.

[NOISE] >> [LAUGH] Yes, and

putting all of these together gives us technological, pedagogical,

content knowledge or the combination of knowing what to teach, how to teach it and

what technology to use in order to do it effectively, as well as so much more.

If you would like to review the concepts related to TPCK in more depth,

please go back and watch video two in this module again.

>> And that brings us to the other important concept that we presented,

the SAMR model.

Which stands for

substitution, augmentation, modification and redefinition.

If you recall, the SAMR model is designed to examine how integrating technology

changes a learning task and hopefully improves the learning experience.

Remember that we can compare the stages of SAMR to rungs on a ladder.

With modification and

redefinition on the top and substitution and augmentation on the bottom.

>> Let's start at the bottom of the ladder and

work our way up through the stages of the SAMR model.

So, substitution is exactly what it sounds like, simply

replacing a traditional learning task or resource with a technology-based one.

An example of this would be replacing a paper-based textbook

with an online textbook.

Students will basically be interacting with the online textbook

in the same way that they would with a paper-based textbook.

In the next stage, augmentation, this is similar to substitution but

involves minor changes to the function of the resource or learning task.

We can augment an online textbook by integrating multimedia

such as video resources, online translators, and images.

So that students have multiple ways to learn the information, and

get a greater understanding of vocabulary.

Although augmentation is improvement over substitution,

we really haven't changed the learning task.

So students are still reading from a textbook and

being asked to recall the information later.

>> That's a great example.

Moving up to the next stage, or rung on our ladder,

we arrive at the modification stage.

Where we change the learning task because of the possibilities that

technology provides.

In this stage, instead of just reading from a textbook, we might give students,

a list of media resources where they can obtain information.

And have them decide which information is important and

construct knowledge about the topic on their own.

In the last stage of our model, at the top of our ladder,

we are using the technology to create a new learning task that would not be, well,

it would not be possible without the technology itself.

This is called redefinition.

And example of this would be asking students to review the list of media

resources that we provided, evaluate the information and

then develop their own video presentation on the topic.

>> So, overall, remember that the bottom rungs of our ladder, substitution and

augmentation, enhance learning.

While the stages at the top of our ladder, modification and

redefinition, fundamentally change learning or transform it.

As a teacher, your goal should be to transform learning tasks through

technology, rather than simply enhancing them.

But you should always keep your learning objectives in mind

as you consider which stage best helps you to accomplish those objectives.

If you recall, we looked at the relationship between the SAMR model and

the Bloom's Taxonomy, and how many experts connect the lower order thinking skills,

such as recalling and understanding, to substitution and augmentation.

And the higher order thinking skills of analyzing and evaluating and

creating to modification and redefinition.

>> Speaking of higher order thinking skills, we'd like for

you to put those to good use as you consider the writing prompt.

Craft your response, evaluate your peers and take the quiz.

If you have any questions before you complete the quiz,

please feel free to go back and watch the videos or

jump on the discussion boards to gain some insight from your peers.

Thanks again for watching and see you next time on Teach English Now.

>> [MUSIC]

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