Activity 1 Part 1
- According to Mishra & Koehler (2006), “merely introducing technology to the educational process is not enough.” Why is it not enough? What other matters or concerns teachers should look into and consider in relation to use and integration of instructional media and technology?
The factors that teachers should take into consideration when integrating instructional media and technology inside the classroom is about the aspect of what will improve or hinder learning. Teachers should not just randomly integrate technology inside the classroom but should also have a foundation of thinking about what is effective and engaging for the learners’ environment and also think about whether or not the technology to be implemented will be in line with the content or discipline to be taught based on each grade level in school.
2. How can the understanding of TPACK framework help teachers effectively integrate technology in teaching? How can teachers develop their TPC knowledge?
Understanding the TPACK framework helps the teachers to have a background perspective about how learners can be productive in acquiring of knowledge and also understanding of concepts. By means of understanding the TPACK framework, teachers can also clarify and classify which types of knowledge can be blending with the incorporation of technology inside the class. The TPACK framework can also be a big help for teachers to not just randomly pick technology to use inside the class but also make sure that this is holistic with the content that is part of the objective to be taught and also connects with the pedagogical understanding of what help environment of learners to be more engaging and interesting especially in the context of the 21st century society.
3. Give an example or describe a situation wherein TPC knowledge is effectively applied in teaching? Explain why you think this is a good illustration of TPACK.
The example of effective application of TPC knowledge inside the classroom is provided by the website Schoology Exchange wherein in a Biology class, a group is given a electronic device wherein the students are given tasks of recording their explanation of what type of organelle to they like to personify and how their role is significant for the cell. After recording, the students will also be given the task by the teacher of uploading this to their media portfolio so that other classmates can also view it and also be given the opportunity to give critique and feedback.
This is a good illustration of TPACK because it not only is the strategy significant to the content taught by the teacher but the pedagogical knowledge applied in here also shows that there is a teamwork between the teacher and students and its theme is also learner-centered because the members of class are the ones who are producers of knowledge by means of being in control of technological materials. By means of using the materials of the electronic recording devices and uploading its outputs in a multimedia portfolio, it can also be observed that technological knowledge is effectively integrated in the lesson plan which then results to accomplishing the features of TPACK framework.
Activity 1 Part 2
- Develop an instructional plan using the ASSURE model.
- Decide what the characteristics of your hypothetical students and the learning context will be.
- Indicate clearly in the instructional plan the learner’s characteristics and background.
- Please also include the type of learning institution (private, public, non-formal, basic education, tertiary level, etc.) the supposed instruction is going to be conducted.
ASSURE Model Lesson Plan
Lesson Title: Soil Erosion
Grade Level: Grade 5 (private)
Lesson Length: 50 minutes
I. Analyze Learners
Learners’ general characteristics: This instructional plan is designed for 5th grade elementary students. This class have various characteristics of socio-emotional aspect such as being happy with the company of peers. 5th graders are also under the process of growth spurts which leads to having challenges with swings of moods and emotions which also leads to being impulsive with their making of decisions.
Entry characteristics: Technologically inclined that why their interest are with modern devices such as phones and tablets with games and access to digital networks of social media.
Learning styles: The class comprises of diverse learning styles but the 5th grade students in this regard have notable characteristics of cognitive aspect of being increasing able to engage in abstract thinking, problem solving and doing processes of organizing, classifying and organizing and language aspects of being able to listen well to the teacher and being able to explain well what they have learned.
II. State Standards and Objectives
- Introduce terminology of erosion
- Help learners describe the changes Earth’s materials undergo
- Observe the process of erosion
- Analyze the importance of plants to prevent soil erosion
This lesson is based on the standards and objectives of Philippine K-12 Science Curriculum for Grade 5 students.
Objective 1: The students will be able to learn about the concept of soil erosion by means of taking noted of main definitions and terminologies about it to be able to have a holistic perspective on the lesson.
Objective 2: The students will be able to describe what changes materials of the Earth undergo such as what happens to rocks and soil when subjected under specific conditions.
Objective 3: The students will be able to cultivate the skill of conclusion by means of observing the process of erosion.
Objective 4: The students will be able to think about their actions not only for the present but also for the future by means of formulating solutions on thinking about the importance of plants for preventing soil erosion.
III. Select Strategies, Methods, Media, and Materials
Strategies. This instructional plan will include balanced blending of both teacher-centered and learner-centered strategies
Technology and Materials. In the part of analyzing learners mentioned at the beginning of this instructional plan, it states that the grade 5 students are already acquainted with technological devices that is why the activities in here will also incorporate aspects of technology with the help of software and other internet websites.
Media. For the accomplishment of their assignments, students will be encouraged to use a mix of elements from photos, texts, drawing, videos and voice recording.
IV. Utilize Technology, Media, and Materials
Prepare the materials: With the assistance of the instructional technology coordinator,
Classroom computers and chrome books will be checked and ready for student
use. Appropriate software will be accessible to the students.
Prepare the environment: To encourage learners for teamwork and collaboration using technology, chairs would be rearranged for set of groups and if possible, ensure that each group has a technological device of a tablet to access activities to be accomplished.
Prepare the learners: Handouts of instructions about what to do will be given out to the students to also have a clear perspective about the activities to be done.
V. Require Learner Participation
The student participation for this part will be based on the characteristics of learners of enjoying the company of peers which leads to their capabilities for cooperation and teamwork. The participation of learners for this lessons will include both activities for large and small groups.
Large group activities: The lesson will begin with students learning about the importance of discussing the concept of soil erosion by means of watching a news clip about a landslide that occurred in the Philippines after a strong typhoon. After this the teacher will present definitions about soil erosion. The teacher will then encourage the students to think about the connection of the landslide news clip with the given definitions about soil erosion and they will write this in a Google document. The process of erosion will then be observed by means of conducting a science experiment and observations will once again be encouraged for the students to write it in the Google document.
Small group activities: The large group of students will be broken into groups of three or four to be given an assessment about understanding of concept of soil erosion to be accessed through the use of the software Quizlet via the tablets as device. For the fourth objective, each group will also formulate a Powerpoint presentation about their ideas about how there will be more plants in the environment to prevent soil erosion.
VI. Evaluate and Revise
The students are given by the teachers activities wherein they can collaborate and are also given the opportunity to formulate their own products of learning. Assessment is also varied because there are aspects of observation, reflection, answering of quizzes, and also portfolio of learning of making solutions for the environment.
How does the instructional plan created demonstrates the effective merging and application of TPACK? What is the level of technology integration instruction is designed to achieve?
The instructional plan created can be considered as having an effective merging and application of TPACK because it not only presents the essential content about soil erosion but it also considers for the pedagogical aspect the learner characteristics of the fifth grade students which is about the enjoying of company and collaboration. The result of the is 5th process in the ASSURE instructional plan of learner participation are activities that include work in the class to be done in groups. Technological knowledge to complete the TPACK framework in this plan is also included by means of using technological materials of videos from Youtube, assessment to be hosted by Quizlet, reflections to be composed on Google documents and reports to be made by learners through Powerpoint presentations. When analyzed, the instructional plan above presents a level of technology instruction that is adaptation because in this manner, the role of the teacher is being a facilitator for students to have an independence in terms of using technological tools for activities of learning. The characteristic of this level of technology instruction is also collaborative because the students in this regard are given the opportunity to work with other in groups when talking about using technology for learning.
Heick, T. (2017, September 20). 5 Levels Of Technology Integration In Curriculum. Retrieved from https://teachthought.com/technology/5-levels-of-technology-integration-in-curriculum/
Mishra, P., & Koehler, M. J. (2006). Technological Pedagogical Content Knowledge: A framework for teacher knowledge. Teachers College Record, 108(6), 1017-1054. doi: 10.1111/j.1467-9620.2006.00684.x. Retrieved from http://onlinelearningcurriculumcommittee.pbworks.com/f/mishra.pdf
Rodgers, D. (2018, January 19). 5 Levels Of Technology Integration In Curriculum. Schoology Exchange. Retrieved from https://www.schoology.com/blog/tpack-framework-explained
ASSURE Instructional Design Model. Frameworks and Theories in the open website of http://www.educationaltechnology.net. Retrieved from https://educationaltechnology.net/assure-instructional-design-model/