| Theory | Purpose | Application to Assignment 3/Professional Experience |
| Help understand how to learn about a new ICT and how to use it to enhance student learning. | If there are any new ICTs you need to use it might help your explorations. Hence might be useful as a part of the planning process for Part B. |
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| TPACK framework | Help student to think about the type of knowledge required to make the most effective use of ICTs and Pedagogy. It is used to describe and understand the type of knowledge required to design effective ICT-rich learning experience. Whether or not the design is successful So that teacher is able to take on leadership roles (formal and informal) in the use of ICT and be knowledgeably reflective on its integration to the level of student engage in collaboration learning (Finger et. al. p.9). |
In my blog, my understanding of TPACK is also another acronym of (Technology, Pedagogy and Content Knowledge) TPACK Model isn't going to be much help in measuring the success of ICT integration into my teaching. This is might be useful as part of planning process for Part B |
| Way to understand the different types of knowledge required to design effective, ICT-rich learning experiences. | As a way to identify the different types of knowledge you may need to develop before planning the lessons you are going to teach. For example, · TK - know more about the particular technologies that are available at your PE (CLEM model can help develop this type of knowledge) · CK - learn more about the content (curriculum) you need to teach in each lesson. · PK - learn more about the type of pedagogy your teacher or site expects to be used. · TCK - learn more about the type of technologies that can be used for what you're teaching. · TPK - learn more about how particular technologies best support the pedagogy you are using. |
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| Backwards design | 3 steps of structural model to support alignment in our lesson planning (Wiggins and McTighe, 1998) | In my blog, my first understanding of this model relates to how well the students have progressed toward these learning outcomes after our assignment 2 using Backwards DESIGN as Assessment Evidence. This is might be useful as part of planning process for Part C |
| A structural model to support alignment in planning. | The three steps for backwards design could provide the structure for how you are going to design your lessons. You would fill in the different phases of Backwards Design with explicit considerations related to your PE context. | |
| SAMR Model | One of strategies involving learning design to technology integration to SAMR's v3 (mentioned by David on 17 March 2014) to adapt ICT tools with engagement in learning and teaching at the core of the wheel by interacting with Bloom’s Taxonomy capabilities against the Action Verbs & Activities based on 4 categories 1. Redefinition 2. Modification 3. Augmentation 4. Substitution |
In my blog has mentioned SAMR model is extended of Bloom’s taxonomy with a range of additional framework to implement engagement in deep learning and authentic contexts. SAMR is a useful tool for thinking about ICT learning experiences Have a look at the questions in the SAMR ladder to might be useful as part of planning process for Part B |
| A way to judge how ICTs are being used in an ICT-based learning experience. | As part of your planning process you might include an "evaluation of ICT use" phase during which you use SAMR to judge how you are planning to use ICTs | |
| TIP Model | Being built upon as Roblyer’s Technology Integration Planning (TIP) Model (adapted by Finger et. al, 2007 pp.250-251) to implement anticipated evidence at the stage 3 and stage 4 (p.155) on how decision about assessment is linked to TIP throughout phase 2 until phase 4 and finally the design of transformed learning environment (p.207) Some others references David used in past learning path at Study Desk are the following 1) Wiencke, W. R., & Roblyer, M. D. (2004). A Problem-based Approach to Teaching the Technology Integration Planning (TIP) Model. In R. Ferdig, C. Crawford, R. Carlsen, N. Davis, J. Price, R. Weber, & D. A. Willis (Eds.), Society for Information Technology & Teacher Education International Conference 2004 (pp. 1474-1477). Atlanta, GA: AACE. 2) Robylyer, M. D, & Doering, A. H. (2012). Integrating Technology into Teaching (6th Edition). Allyn & Bacon. Robleyer, 2006 as cited in Finger et. al., 2007 p.85 |
In my blog, as one in the ICT Integration & Transformation Implementation Technology Integration Planning (TIP) in diverse curricula by integrating ICT capability according to the Australian curriculum (associated link with SCOOTLE. Thus, TIP framework allows more student-centred learning (p.110) and associated Seymour Papert’s (1980 cited in Finger et. al., 2007 p.120) constructionism theory (constructivism +technology) to help teachers have a practical value how to design ICT-enhanced learning experiences to meet the students’ needs by providing guidance based on the five part ICT planning model (i.e Roblyer's TIP model, 2006 as cited in Finger et. al, 2007 pp.129-130) that might be useful as part of planning process for Part B and Part C. Effective planning relates all phases with the relevant implementation questions and phases of implementation, assessment and evaluation in each respectively. |
| A planning model for designing ICT-rich learning experiences. Some similarity with Backwards design but with a more explicit focus on how to integrate ICTs into learning and teaching | The TIP model could be the model for your planning process. You could fill in the different steps of the TIP model with information and considerations specific to your PE context. | |
| The 5Es | One of strategies involving lesson planning with initial thought of a lesson flows applying to 5E's using ICT to support learning and teaching in PCK context 1. ENGAGE- student interest in topic 2. EXPLORE- make meaning of topic 3. EXPLAIN- apply the understanding 4. ELABORATE- further research on the topic describing how it’s relate 5. EVALUATE- synthesis into a new transforming knowledge |
5E model to a certain extent related ultimately is learning objective using ICT to gather, manipulate and presenting information during our PRAC. As this mode build on student own understanding of new ideas as based on active engagement approach in stimulating and problem solving based on Piaget’s constructivism theory (Finger et. al., 2007 p.119). This is might be useful as part of planning process for Part C. |
| A model of a teaching sequence that enables the design of constructivist learning experiences. One of many "pedagogical frameworks" mentioned with Assignment 2 | You could draw on the 5Es to sequence individual lessons you teach. Or perhaps a sequence of lessons. | |
| WALT & WILF | Help to reflect upon the lessons objectives to ensure that students are producing the work in explicit teaching eg. To include as Warm Up – Opening lesson plan WALT – We are learning to … WILF – What I’m looking for … |
The WALT is used to introduce the lesson objectives. The WILF explains the work they will be undertaking in this lesson. This is might be useful as part of planning process for Part C. |
| Acronyms associated with explicit teaching and setting goals to improve student learning | Your school may encourage/require the use of these in your lessons | |
| Connectivism | Claimed that student learning can apply from non-human sources to support integration of ICT as continual process into learning experience (Siemens, 2004) | In my blog - What raises the question here is what connectivism on how ICT and pedagogy apply for the student learning? This is might be useful as part of reflecting process for Part D |
| Described as "a learning theory for the digital age" | You might make use of connectivism in the same way you would use constructivism to frame the conceptions of learning and teaching that underpin your planning. But be careful that your planning and lessons actually reflect the principles of the theory you actually do use. | |
| Bloom's taxonomy | One of strategies applied with the social constructivism using ICT at different level ZPD of student knowledge to highest order thinking skills (Finger et. al, 2007 p.119) | In my blog - Bloom's strategies Taxonomy used to organise thinking skill and learning objectives in TPACK by developing constructing knowledge and move onto developing transforming knowledge as |
This is might be useful as part of planning process for Part B.
A way to classify objectives in the cognitive domain into one of 6 levels.
As a way to understand/evaluate the level of cognitive tasks you are requiring of students. Perhaps as a pedagogical framework to sequence instruction and perhaps also as a way to generate ideas for which ICTs might help (via the various digital extensions to Bloom's
Postman's 5 things
Help student in a way of thinking to identify some aspects of ICT change they hardly ever see from their own experience.
In my blog 5 things of
by Neil Postman and it is discussed at Study Desk
Question: What are the ICTs in school that we cannot imagine doing without?
This is might be useful as part of planning process for Part C
A way to understand the changes wrought by ICTs.
Probably only very indirectly to question what might happen when you introduce a new ICT into a PE context.
Toolbelt theory/TEST framework
Help students scaffold their individual in thinking about which tool will help them achieve the specific Task they have to achieve, within the Environment they are operating in and with the Skills they bring to the task
In my blog Selecting Tools using T.E.S.T framework model
Refer to USQ - Socol's Toolbelt theory uses the
.
This is might be useful as part of planning process for Part C.
To help an individual identify the best tool to help them achieve a specific task.
A guide to selecting what ICT you might use to solve a particular learning task.
PKM
Help to become aware and to learn about ICT and how to use it to enhance student collaboration learning.
Personal Knowledge Management
Refer to USQ -
needs to become a standard part of what we do, a regular routine in forming a roughly co-operating network of students with diversity of sources will help.
This is might be useful as part of planning process for Part B
A set of processes to help make sense of the world and work more effectively. Processes that are create by and for you.
Your PKM process - whatever it involves - could form the basis for how you learn everything you need to complete PE.
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