Sunday 27 April 2014

The TPACK Framework

At KPS we use the SAMR model by Dr Ruben Puentedura to ensure technology is integrated successfully into teaching programs. This Substitution, Augmentation, Modification, Redefinition Model looks at one method of exploring the impact of technology on education. It shows a progression that adopters of educational technology often follow as they progress through teaching and learning with technology.


Another framework that identifies the knowledge teachers need to teach effectively with technology is Technology, Pedagogy and Content Knowledge (TPACK). This framework takes a broader look at the integration of technology by showing the equal importance of pedagogy, content and technology.


http://tpack.org
Reproduced by permission of the publisher, © 2012 by tpack.org

Technological Pedagogical Content Knowledge is meaningful, skilled teaching with technology (or without if that is the better option). It is different to the three concepts alone because a deep understanding of all three is required to combine them and produce pedagogically and technologically sound learning based on strong knowledge of content.


Thursday 24 April 2014

Digital Portfolios for Self Reflection

I have blogged a few times about digital portfolios, particularly in the early years. The reasons for portfolios that we have explored are to replace paper portfolios, assessment for reporting, evidence for parent meetings, to monitor improvement etc. One reason we are yet to explore is for students to engage in self assessment and reflection. Older students could definitely be given the responsibility of maintaining their own digital portfolios.

This is something you would need to have a play with in your own class to discover the method that would suit you best. As we have, generally, one iPad per three students at KPS I would envision three students having a portfolio in Book Creator on each iPad. Obviously there would need to be strict rules about not going into other people's portfolios. To help students organise their information effectively and to ensure that reflection takes place, a template should be developed. This template should give students guidance but still allow them to reveal their own creativity and personality. In portfolios students can include digital work samples from the camera roll, photos of non digital work, videos of activities such as listening and speaking activities, in app drawings, audio or text reflections, screen shots of task descriptions and/or rubrics.

At the end of each term or the end of the year the portfolios can be kept by the student in the form of an ePub.

Tuesday 15 April 2014

Sharing with YouTube

Recently at KPS we have been talking about the importance of using iPads to create rather than consume and about students using them to demonstrate their learning, collaborate with others and share their creations. Having been using iPads at our school for over two years it is important that we continue to evolve. Those teachers who have been at the school for our entire iPad journey really need to be exploring g new and exciting ways of using iPads that they can share with others.

One excellent way to share digital creations is via YouTube. I would recommend creating a YouTube channel for your class and sharing it with parents as well as making it public on the web. It is a fantastic way for students to receive feedback on their work. Privacy does not need to be a problem because, generally, students's faces would not be in projects they are creating to demonstrate their learning and there is no need to include their full name.

Creating a YouTube channel is very easy but I will add photos below to show the steps.






Monday 7 April 2014

Build Your Own Adventure Stories

Something I have been playing with lately is using the interactive links in Keynote and BookCreator to make build your own adventure stories. In both of these apps you can create links from text and/or pictures to other pages in the same document. (This also work in PowerPoint on a PC). They are heaps of fun to make but, of course, the real value is in having students create them. They could easily be linked to History or Geography topics and can be as complex or as simple as you choose. With younger students, this would be a fun whole class activity.