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TPACKIntegrating Technology in the Elementary Classroom
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Here is a little about my TPACK journey: When I was earning my credential, my program was an online program with e-texts, web-based class discussions, and a strong emphasis on utilizing technology in the classroom. Every lesson that I created needed to utilize technology in some aspect, either for delivering content or for student use. In addition, I student-taught in a class that had a good deal of access to different devices. I felt pretty confident in my ability to assist my students in learning the content as well as technology skills. Then, the reality of teaching and supporting (educationally, emotionally, etc.) close to 30 students, learning new curriculum and Common Core standards, preparing students for performance-tasks, attending required professional development meetings, and completing BTSA prevented me from being the kind of teacher I really thought I was going to be. In addition, my first classroom was so lacking in technology that I had to use my own personal, and limited, devices in order to just present information digitally. I was hoping to engage and immerse students in technology, considering the role it plays in their lives daily, but I felt that I couldn't do that with the resources and limits that I had against me.
Still, I realized that even the smallest bits of technology can go a long well in supporting students with content and pedagogy. I used my own laptop and personal iPad to create interactive lessons compete with videos, graphics, and sound. While this sounds very basic, for my students who had never been exposed to that type of learning before, it was a game-changer. I introduced my class to the world of blogging using the school's computer lab and even used this as an assessment tool. They completed research, created virtual posters to present to the class, and developed and produced original stories and poems. Even with such limited access, I don't think I day went by that my students weren't exposed to some sort of technology in the classroom.
Eventually, I moved to a district with a more expansive selection of technology. We have a classroom SmartBoard, iPads, class sets of Chromebooks, a computer lab, and robotics materials. In addition, the district has a wonderful technology support staff available to answer questions and support teachers in using and maintaining devices. I feel like there is a whole realm of possibilities for myself and my students and I am very anxious to continue exploring new ways to engage my learners through technology.
As I continue on my journey of becoming a Project-Based Learning teacher, I know that technology will serve as an important catalyst for the learning experience. With technology, my students can complete research, access information and multimedia, complete presentations, build models, communicate with collaborators and references, collect and maintain data, and draw inspiration. Of course, the list doesn't stop there and will only increase as more information and tools are created. It's amazing how access to information has changed. When I was in 2nd grade, about 20 years ago, we learned about Mars though textbooks. Last year, my students learned about it by using Google to video-conference with a NASA scientist. What an amazing experience that my students will (hopefully) remember for a long time.
Still, I realized that even the smallest bits of technology can go a long well in supporting students with content and pedagogy. I used my own laptop and personal iPad to create interactive lessons compete with videos, graphics, and sound. While this sounds very basic, for my students who had never been exposed to that type of learning before, it was a game-changer. I introduced my class to the world of blogging using the school's computer lab and even used this as an assessment tool. They completed research, created virtual posters to present to the class, and developed and produced original stories and poems. Even with such limited access, I don't think I day went by that my students weren't exposed to some sort of technology in the classroom.
Eventually, I moved to a district with a more expansive selection of technology. We have a classroom SmartBoard, iPads, class sets of Chromebooks, a computer lab, and robotics materials. In addition, the district has a wonderful technology support staff available to answer questions and support teachers in using and maintaining devices. I feel like there is a whole realm of possibilities for myself and my students and I am very anxious to continue exploring new ways to engage my learners through technology.
As I continue on my journey of becoming a Project-Based Learning teacher, I know that technology will serve as an important catalyst for the learning experience. With technology, my students can complete research, access information and multimedia, complete presentations, build models, communicate with collaborators and references, collect and maintain data, and draw inspiration. Of course, the list doesn't stop there and will only increase as more information and tools are created. It's amazing how access to information has changed. When I was in 2nd grade, about 20 years ago, we learned about Mars though textbooks. Last year, my students learned about it by using Google to video-conference with a NASA scientist. What an amazing experience that my students will (hopefully) remember for a long time.
SAMR
Throughout my journey with TPACK, I have learned about the idea of SAMR, which is the Substitution Augmentation Modification Redefinition Model for integrating technology. It was developed by Dr. Ruben Puentedura and, in the simplest terms, describes a progression that one can take as they progress in learning and utilizing technology. At the very basic level, where many educators start, is the substitution state. At this point, one uses technology as a substitute. For example, my school has SmarBoards and many teachers use this as a glorified whiteboard. They merely use it for writing out problems and displaying them digitally. While this may seem more advanced, it doesn't modify of enhance learning in a dramatic fashion. I will admit that I am often guilty of this as well! At the beginning of my technology journey, this was the most comfortable state for me given my inexperience and limited access.
Image by Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
Image by Dr. Ruben Puentedura, Ph.D. http://www.hippasus.com/rrpweblog/
However, I feel now that I have add more to my technology cannon, I have moved beyond this basic understanding and feel more comfortable with the augmentation phase. My students have used technology to create and produce work, teach and communicate new learning to others, and I've seen it have a great improvement in their engagement and understanding. As I look at the pedagogy wheel on the right, I see many apps and resources that I, or my students, have utilized in my classroom to transform our learning. They are so lucky to live during a time that allows for such creativity, innovation, and access to information.
However, as I look at the wheel I also see room for growth and a number of apps and tools that I still have yet to discover. I am very excited for such opportunities. Technology in education is critical for access, engagement, and innovation. We must be ready and willing to embrace technology in our classrooms and be willing to let it transform our own learning. As I continue on my TPACK journey, I hope to always be open to new possibilities and allow it improve my teaching practice and create an engaging and technologically-immersed classroom.
However, as I look at the wheel I also see room for growth and a number of apps and tools that I still have yet to discover. I am very excited for such opportunities. Technology in education is critical for access, engagement, and innovation. We must be ready and willing to embrace technology in our classrooms and be willing to let it transform our own learning. As I continue on my TPACK journey, I hope to always be open to new possibilities and allow it improve my teaching practice and create an engaging and technologically-immersed classroom.