Category: Frameworks

The Final Project of Course #4

As a possible final project of the Course 5, I’ve chosen one of the Music topics that we teach every year and integrate it with digital tools and concepts. Our music teacher is always preparing for the technology integration unit with a big passion. This time, I have decided to update a unit of Grade 3 music lesson. I chose option 1 – redesigning the unit.

Photo by ZEKERIYA SEN on Unsplash

Slides template for students

Unit Planner

Why do you think this unit is a good possibility for your Course 5 project?

I think this unit includes a lot of easily accessible tech tools that provide us opportunity to teach this unit online during the school closure. Moreover, I think this unit will be a great experience for students and will let them see how useful technology can be in learning music. I have used some of the deep learning strategies for students to learn how to learn.

How does this unit reflect your learning during COETAIL? How is this unit different from or similar to other units you have designed/facilitated?

Inspired by Game-Based Learning method, I decided to adopt this idea and design a template, looking similar to a game, that students will have to fill in. I’m still thinking of the design elements that would make the slides look like a game. In this unit I’ve only used some elements of the game like students receiving points after each completed activity. Also, learning stages are represented as missions that contain more steps to accomplish it.

How will the ISTE Standards for Students that you chose to enhance your students’ understanding of the content?

I believe that all of the chosen standards will enhance students to become independent learners, designers, responsible digital, citizens, successful collaborators and problem solvers. The list of standards is long, but it represents the complexity of the unit as well as a variety of tasks students will receive. Students will learn by figuring out how to accomplish the tasks and will become new knowledge creators as well. I would like to give students as much freedom as possible and encourage them to be not only individual learners, but also effective collaborators.

ISTE standards for students that I chose for this unit are:

1d: Students understand the fundamental concepts of technology operations, demonstrate the ability to choose, use and troubleshoot current technologies and are able to transfer their knowledge to explore emerging technologies.
2b: Students engage in positive, safe, legal and ethical behavior when using technology, including social interactions online or when using networked devices.
2c: Students demonstrate an understanding of and respect for the rights and obligations of using and sharing intellectual property.
3c: Students curate information from digital resources using a variety of tools and methods to create collections of artifacts that demonstrate meaningful connections or conclusions.
4a: Students know and use a deliberate design process for generating ideas, testing theories, creating innovative artifacts or solving authentic problems
4d: Students exhibit a tolerance for ambiguity, perseverance and the capacity to work with open-ended problems.
6b: Students create original works or responsibly repurpose or remix digital resources into new creations.
6d: Students publish or present content that customizes the message and medium for their intended audiences.
7a: Students use digital tools to connect with learners from a variety of backgrounds and cultures, engaging with them in ways that broaden mutual understanding and learning.

What has influenced you the most during COETAIL and how is that reflected in this final project?

While creating this unit I could feel the influence of the newly learned teaching strategies, concepts and methods. In this unit I included concepts and teaching/learning methods that I’ve discovered during my COEATL journey over past 4 courses, such as  SAMR, CARP or collaboration between teachers, collaboration between students, research, rubric-based assessment, analyzing learned knowledge, reflection and, of course, new pedagogies with deep learning strategies.

Here is an example of how the SAMR framework will be used in this unit. 

Substitution – technology acts as a direct tool substitute with no functional change. In this stage students will explore possible music genres by doing digital research. Gathered resources will be added to a slides template, prepared for students in advance, instead of getting this information from their teacher.

Augmentation – technology acts as a direct tool substitute with functional improvements. Students recreate music genres using digital musical tools in Chrome Music Lab.

Modification – technology allows significant task redesign. Students record music using online screen recording tool like Loom.

Redefinition – technology allows creation of new tasks, previously inconceivable. In this stage students will use online coding tool Scratch to design and authentically looking animation for their music pieces created in the previous step, using Chrome Music Lab.

What are some of your concerns about redesigning this unit?

Ideally, I would like to teach this unit at school, because this would provide wider opportunities for all of us to learn together.  Even though as I mentioned, the unit contains many digital tools that provide wide opportunities for teaching this unit online. COVID 19 is my only concern in facilitating this unit.

What shifts in pedagogy will this new unit require from you?

The new unit requires to rethink teaching strategies that will help students take more ownership over their learning.

This new unit requires to explore more online games and resources, that I can include in the learning process to raise students’ motivation.

What skills and/or attitudes will this new unit require from your students?

Students will need to develop even stronger collaboration skills while working with partners. Students will also need digital research, problem-solving and coding skills. Students will have to demonstrate a positive attitude and perseverance regarding independent learning.

What outcomes do you hope to see when students complete this unit? How will you know that students have learned the concepts?

I hope, that students will like this new teaching method and strategies, which will encourage them to learn new knowledge independently. Also, I expect students to help me in the future to design even better Game-based learning activity, that I will be able to use with other students.

I will know that students learned the concept from their reflections that are included after each mission.

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SAMR, TPACK or TIM?

Technology integration

Technology integration is the use of technology resources — computers, mobile devices like smartphones and tablets, digital cameras, social media platforms and networks, software applications, the Internet, etc. — in daily classroom practices, and in the management of a school. (Edutopia. November 5, 2007)

I find Technology integration an opportunity to combine two or more subjects, materials, make connections, and effectively learn new concepts. By teaching together, teachers can provide much more relevant information as well as different kinds of support, necessary to any student. Technology integration to me is an effective collaboration process that helps students learn. I was very happy with my role transition from the “computers’ teacher” to an educator of technology integration because I didn’t have to think about the teaching content anymore (besides mine of course :)), but could simply concentrate on providing the best tech tools in order to help learn other relevant subject content easier and more effectively. Today, our students have a “one on one” technology model in each class and it provides wider opportunities for technology usage in order to support students’ needs, foster motivation, creativity, independent work (as necessary), etc.

“I firmly believe that technology is best taught within the context of the core curriculum”(We Are All Technology Teachers (Kim Cofino))

On the other hand, more and more educators are becoming technology experts and it is really great! But I also agree with Kim saying that it is less likely to be true that we will ever get to the point where schools will no longer need some sort of pedagogical support in the technology field. Therefore, every educator is an expert of a teaching subject as well as an educator of technology integration.

Maybe now it’s time to say “we are all technology teachers.” (We Are All Technology Teachers (Kim Cofino))

Technology Integration Matrix and Bloom’s Taxonomy

My very first experience of developing technology integration at my school led me to a Technology Integration Matrix. This was my first framework to explore. However, later I found an alignment of the technology integration matrix with Bloom’s Taxonomy. Bloom’s taxonomy is a model of thinking skills from lower-order to higher-order (remembering, understanding, applying, analyzing, evaluating, and creating). Therefore, I found combination of these two models worth attention, because of their simple and similar structure that allows educator understand the connection between cognitive skills and technology integration levels.

 

SAMR

The SAMR framework (developed by Dr. Ruben Puntedura) categorizes four different degrees of classroom technology integration. The letters “SAMR” stand for Substitution, Augmentation, Modification, and Redefinition. (Schoology blog. October 30, 2017)

After deeper exploration, I’ve noticed, that SAMR has similarities to TIM (Technology Integration Matrix), mainly by its purpose. Both frameworks categorize different stages of technology integration in the classroom in order to help educators to be able to use tech tools to effectively meet students’ needs that are directly related to the level of their cognition. That’s why these two models are very often combined with Bloom’s taxonomy, which emphasizes levels of students’ cognition. These two frameworks help teachers apply an appropriate technology integration level in order to support teachers and students.

https://www.commonsense.org/education/articles/samr-and-blooms-taxonomy-assembling-the-puzzle

TPACK

This framework is different from TIM (Technology Integration Matrix) and SAMR frameworks. It emphasizes teacher knowledge categories, that are necessary for technology integration development in the classroom.

TPACK, or Technological Pedagogical Content Knowledge, is a model that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. (Commonsense Media TPACK)

Individual teachers, grade-level, school-specific factors, demographics, culture, and other factors ensure that every situation is unique, and no single combination of content, technology, and pedagogy will apply for every teacher, every course, or every view of teaching. (The TPACK Framework)

The TPACK Image – http://tpack.org/

ISTE

ISTE (The International Society for Technology in Education) standards have defined clear expectations for teachers as well as students for a successful implementation of technology in the classroom. It’s a great collection of traits/standards that includes very basic skills as well as high-level efficiency requiring skills such as communication, collaboration, designing, thinking, constructing, and learning skills, that transfer to the traits of Global educator,  Empowered Learner, Digital Citizen, Knowledge Constructor, Innovative Designer, Computational Thinker, and Global Collaborator. Our school is widely using these standards as the best collection of technology standards for the successful development of technology integration.

The ISTE Standards are a framework for innovation in education. These standards help educators and education leaders worldwide prepare learners to thrive in work and life. (https://www.iste.org)

21st-Century Teaching

​The words of a former colleague of mine who was still teaching at the age of 70 were: “Technology is inevitably coming to the education world – you learn it and continue teaching or you don’t.” She was stubborn and passionate about learning new things and I am sure she still is. I could learn from her so much and she was the one who showed how powerful collaboration can be. Being an expert in both – teaching subject and technology is great, but collaboration can be even more effective. Therefore, for example, learning about the planets and their rotation around the sun by creating projects based on augmented reality can be so much fun and it makes the learning process way more attractive (instead of just reading a book and looking at the images). Another great example – designing 3D prototype of race car, printing it out using 3D printer, assembling it and testing its speed to analyze and understand physics laws, and most probably.. comparing your model’s performance with one of you classmate’s – all of this raises students’ motivation really high. This is a time- and effort-consuming process but it gives a lot of benefits.

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