Tpack lausanne

TPACK and SAMR as Unifying and Evaluative Models

Elizabeth HelfantMICDS

St Louis MO

EEhelfant/ehelfant@micds.org

Goals

• Understand TPACK• Survey TPACK integration• Uses to set goals – institutional and individual• Uses to determine PD• Overview of SAMR scale

Déjà vu or Véjà du

Great Integrations start with TPACK

http://tpack.org

How Big is Your Bubble?

Size Matters

Content Bubble

Content and Skills

CONSISTENT VOCABULARY

http://www.flickr.com/photos/l-e-e/3949211987/sizes/z/in/photostream/

7 Cs + 3Rs

• Content Understanding• Critical Thinking• Cross Cultural Understanding• Collaboration• Communication• Computing Skills• Career and Civic Learning and Self-Reliance

Partnership for 21st Century Skills

http://www.p21.org/index.php?option=com_content&task=view&id=254&Itemid=120

Basic, Scientific and Technological Literacy

Visual and Information Literacy

Cultural Literacy and Global Awareness

Adaptability and Managing Complexity

Curiosity, Creativity and Risk Taking

Higher Order Thinking and Sound Reasoning

Teaming, Collaboration and Interpersonal Skills

Personal and Social Responsibility

Interactive Communication

Prioritising, Planning and Managing Results

Effective Use of Real World Tools

High Quality, Meaningful Results

21st Century Skills (Engage)21st Century Skills (Engage)

Inventive Thinking:

Effective Communication: High Productivity:

Digital Age Literacy:

NETS

Bucks Institute Skills Matrix

Pedagogy Bubble

DifferentiationFormative Assessment

PBLExecutive Function

Learning Styles DifferencesTrans-Disciplinary Traits

Danielson’s DomainsPortfolio Assessment

Brain Rules/Brian based researchMultiple Intelligences

Technology Bubble

MICDS Tech Tool Kit

On the Web

Creating Your Toolkit

Level 1

Level 2

Level 3

Overlap is Important

Relationships among Bubbles

Essential Questions

as the driver

Portal as

delivery

system

Wikispaces as Curriculum Mapping toolsThe Sweet

Spot

A TPACK CMS

Activity Types

Faculty Survey

MATH Department

Suspected Artificial High

Our Lowest Scores

Scores on MICDS Initiatives

Some Interpretations

• We are moving to a version of PBL but still high premium on lecture/discussion

• We believe in differentiation and formative assessment but aren’t really sure how to do either well

• Computer is definitely integrated not necessarily transformative (SAMR)

Domain Number of Responses

K-12 Mean MICDS Mean

Pedagogy 1645 4.04 4.41

Technology 1659 3.23 3.77

Content 1654 4.02 4.65/4.19Content/Skills

Pedagogical Content

2191 4.04 4.02

Technological Content

1611 3.87 4.06

Technological Pedagogy

2175 3.65 4.12

Technological Content Pedagogy

2189 3.79 4.06

Institutional Bubbles

My Bubbles

Tech

Content

Pedagogy

Self Assess with Tech Matrix

Also ArizonaEncourage Reflective Practice

Goal Setting – Individual and Institutional

• With input from CIT, department chair, division head

• Based on survey and bubble output• In all three areas• Awareness of overlap• Reflection each trimester (Reflective

Practice)

Facutly Portfolio

Responding with PD

Individual - After School

Every Monday afternoon, some ThursdaysExamples• Google Docs – for collaborating, formative assessment,

and peer review• DyKnow and Formative Assessment

Faculty determine topics- • Email me• We’ll vote• Some of you might give a topic too

Institutional - Project Based Learning

• Project Rubric• PBL Site• Summer Session

Also address First Trimester Project Issues -

Summer PD

Learning Groups

• Project Based Learning• Assessment and Portfolios• Differentiation• CABAL (Caring about the Brain and Learning)

One person per departmentLunch meetings

Reading Materials

Assessing Integration Levels -SAMR

SAMR Tech Transformation

TPACK Lesson Rubric

Project Rubrics

• Buck’s Institute• POGIL Submision Rubric