CONTENT PEDAGOGY - ELEMENT 1: CREATING
Candidates will apply content pedagogy to create appropriate applications of processes and technologies to the improvement of learning.
Artifact: Lesson Flow Assignment
Description:
GILT 631: Instructional Techniques, Fall 2015
The goal of this assignment was to create your own lesson flow using the SAMR model of instruction. Each app flow was required to have an app to address five components of a lesson:
-Hook
-Direct Instruction
-Guided Practice
-Independent Practice
-Wrap Up/Assessment
The final component of this assignment was to describe each step, how would each app be used, why does it help to meet the learning goal/objective, etc. in our discussion board.
Candidates will apply content pedagogy to create appropriate applications of processes and technologies to the improvement of learning.
Artifact: Lesson Flow Assignment
Description:
GILT 631: Instructional Techniques, Fall 2015
The goal of this assignment was to create your own lesson flow using the SAMR model of instruction. Each app flow was required to have an app to address five components of a lesson:
-Hook
-Direct Instruction
-Guided Practice
-Independent Practice
-Wrap Up/Assessment
The final component of this assignment was to describe each step, how would each app be used, why does it help to meet the learning goal/objective, etc. in our discussion board.
Reflection:
Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other (Hofer et. al., 2015). This is where knowledge of the TPACK model comes into play. By understanding the content pedagogy (wether it be using the TPACK model, ADDIE model, KEMP model, or Backwards Design) research has show to have significant impact on learning success, educators are able to implement, adapt, and engage in successful teaching practices that have a significant impact on student learning. Also, as educators, it is important to model and guide our students into becoming life long learners by using such pedagogies throughout our instruction. We do this by being life longer ourselves constantly reading, researching, and growing through profession development and learning communities. It is also important to learn and read not only the most current findings in the field you are a professional in, but also the theorists and pedagogies that were the stepping stone to current practices. Personally, being able to not only summarize, but apply the principles and practices of educational research in educational technology provided we with a deeper understanding of the pedagogies that support the importance and effectiveness of instructional technology. Professionally, I was able to take such principles in order to design and develop ways to integrate technology into the classroom based on the research, findings, and best practices related to educational technology. Through this artifact, students are impacted by becoming exposed to best practices using pedagogies, such as the SAMR model, developed to incorporate technology into the classroom that will most affect student learning. The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. “SAMR” is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. Students are able to use technologies to enhance their learning experience, gain a deeper understand of content, and apply what they have learned with real life experiences.
Resource:
Hofer, M., Bell, L., & Bull, G. (2015). Practitioner’s Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge.
Effective technology integration for teaching subject matter requires knowledge not just of content, technology and pedagogy, but also of their relationship to each other (Hofer et. al., 2015). This is where knowledge of the TPACK model comes into play. By understanding the content pedagogy (wether it be using the TPACK model, ADDIE model, KEMP model, or Backwards Design) research has show to have significant impact on learning success, educators are able to implement, adapt, and engage in successful teaching practices that have a significant impact on student learning. Also, as educators, it is important to model and guide our students into becoming life long learners by using such pedagogies throughout our instruction. We do this by being life longer ourselves constantly reading, researching, and growing through profession development and learning communities. It is also important to learn and read not only the most current findings in the field you are a professional in, but also the theorists and pedagogies that were the stepping stone to current practices. Personally, being able to not only summarize, but apply the principles and practices of educational research in educational technology provided we with a deeper understanding of the pedagogies that support the importance and effectiveness of instructional technology. Professionally, I was able to take such principles in order to design and develop ways to integrate technology into the classroom based on the research, findings, and best practices related to educational technology. Through this artifact, students are impacted by becoming exposed to best practices using pedagogies, such as the SAMR model, developed to incorporate technology into the classroom that will most affect student learning. The SAMR Model for integrating technology into teaching, developed by Dr. Ruben Puentedura, has gained a good deal of exposure in recent years. “SAMR” is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. Students are able to use technologies to enhance their learning experience, gain a deeper understand of content, and apply what they have learned with real life experiences.
Resource:
Hofer, M., Bell, L., & Bull, G. (2015). Practitioner’s Guide to Technology, Pedagogy, and Content Knowledge (TPACK): Rich Media Cases of Teacher Knowledge.