SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps...
Transcript of SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps...
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SAMR and TPCK in Action
Ruben R. Puentedura, Ph.D.
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The Underlying Metaphor
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The SAMR Model
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SubstitutionTech acts as a direct tool substitute, with no
functional change
AugmentationTech acts as a direct tool substitute, with
functional improvement
ModificationTech allows for significant task redesign
RedefinitionTech allows for the creation of new tasks,
previously inconceivableEnhan
cemen
tTran
sformation
Podcasts on iTunes U: http://tinyurl.com/aswemayteach
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Literacy and Vocabulary
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Marzano:Six Steps to Effective Vocabulary Instruction
• Step 1: The Teacher Provides a Description, Explanation, or Example of the New Term
• Step 2: Students Restate the Explanation of the New Term in Their Own Words
• Step 3: Students Create a Nonlinguistic Representation of the Term
• Step 4: Students Periodically Do Activities That Help Them Add to Their Knowledge of Vocabulary Terms
• Step 5: Periodically Students Are Asked to Discuss the Terms with One Another
• Step 6: Periodically Students Are Involved in Games That Allow Them to Play with the Terms
R.J. Marzano. Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD, 2004
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SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 9: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/9.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 10: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/10.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 11: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/11.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 12: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/12.jpg)
The Student Historian
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SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 14: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/14.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 15: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/15.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 16: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/16.jpg)
SubstitutionTech acts as a direct tool substitute,
with no functional change
AugmentationTech acts as a direct tool substitute,
with functional improvement
ModificationTech allows for significant task
redesign
RedefinitionTech allows for the creation of new
tasks, previously inconceivable
![Page 17: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/17.jpg)
The TPCK Model
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
PK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
CK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
PCK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
TK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
TPK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCK
TCK
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Pedagogy C
ontent
Technology
PK CK
TK
PCK
TPK TCK
TPCKTPCK
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Pathways
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Transformation
Digital StorytellingSocial Computing
Educational GamingVisualization and
Simulation
Play
Social
Visual
Narrative
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ImageAssembly
SequentialArt
MovingImage
InteractiveMedia
InteractiveFiction
5-Card Nancy Comic Life Premiere Pachyderm Inform 7
Narrative sources;Narrative constraints
Pictorial vocabulary;Narrative transitions;
Text/image integrationCDS Seven Elements;Montage structures
Narrative structures;Narrative flows Ludic elements
Infinite Canvas
Prezi
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ImageAssembly
SequentialArt
MovingImage
InteractiveMedia
InteractiveFiction
5-Card Nancy Comic Life Premiere Pachyderm Inform 7
Narrative sources;Narrative constraints
Pictorial vocabulary;Narrative transitions;
Text/image integrationCDS Seven Elements;Montage structures
Narrative structures;Narrative flows Ludic elements
Infinite Canvas
Prezi
![Page 30: SAMR and TPCK in Action - Lewis Universitymaryjoheiberger/documents/SAMR... · Marzano: Six Steps to Effective Vocabulary Instruction • Step 1: The Teacher Provides a Description,](https://reader036.fdocuments.net/reader036/viewer/2022081614/5fcf303fa2107f61d21a9895/html5/thumbnails/30.jpg)
ImageAssembly
SequentialArt
MovingImage
InteractiveMedia
InteractiveFiction
5-Card Nancy Comic Life Premiere Pachyderm Inform 7
Narrative sources;Narrative constraints
Pictorial vocabulary;Narrative transitions;
Text/image integrationCDS Seven Elements;Montage structures
Narrative structures;Narrative flows Ludic elements
Infinite Canvas
Prezi
SOCIAL
PLA
CE
MOMENT
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Additional Resources
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Resources
The Underlying Metaphor:• Vannevar Bush, “As We May Think”. The Atlantic Monthly. (July 1945) Online at:
http://www.theatlantic.com/magazine/archive/1969/12/as-we-may-think/3881/• Douglas C. Engelbart, A Research Center for Augmenting Human Intellect. (December 1968 live demo) Archived online at:
http://sloan.stanford.edu/mousesite/1968Demo.html• Alan Kay, “A Personal Computer for Children of All Ages”. Proceedings of the ACM National Conference. Boston (August 1972)
Online at:http://www.mprove.de/diplom/gui/Kay72a.pdf
• Seymour Papert, “On Making a Theorem for a Child”. Proceedings of the ACM National Conference. Boston (August 1972) Online at:http://portal.acm.org/citation.cfm?id=569942
SAMR and TPCK:• Ruben R. Puentedura, Transformation, Technology, and Education. (2006) Online at:
http://hippasus.com/resources/tte/• Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009) Online at:
http://tinyurl.com/aswemayteach• TPCK - Technological Pedagogical Content Knowledge. (2008-2010) Online at:
http://www.tpck.org/tpck/index.php?title=Main_Page• AACTE (Eds.) The Handbook of Technological Pedagogical Content Knowledge for Educators. New York:Routledge, 2008.
Digital Storytelling:• Ruben R. Puentedura, “Digital Storytelling: An Alternative Instructional Approach”. 2008 NMC Summer Conference
Proceedings. (2008) Online at:http://www.nmc.org/pdf/2008-Puentedura.pdf
• Ruben R. Puentedura, “The Infinite Canvas Reloaded: Digital Storytelling, Webcomics, and Web 2.0”. 2009 NMC Summer Conference Proceedings. (2010) Online at:http://wp.nmc.org/proceedings2009/papers/infinite-canvas/
• Ruben R. Puentedura, “Mapping the Digital Storytelling Domain: Notes for a Future Cartography”. 2010 NMC Symposium on New Media and Learning. (2010) Online at:http://www.nmc.org/preso/7724
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Hippasus
Blog: http://hippasus.com/rrpweblog/Email: [email protected]
Twitter: @rubenrpThis work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.