LS4ODFL/Technology Enabled Learning Support/Considerations

There are many technologies available for the delivery of ODFL courses. Selecting the medium is an important part of the efficiency of that course. Each medium has its own strengths and weaknesses, and these should be matched to the nature of the learning setting. The medium selection process should be undertaken for each course and programme since they all have different requirements depending on the objectives, learners, and learning environment. Due to many interacting variables, decision-making can be made easier with the relevant models and frameworks that can be used as a guide in selecting educational technology and media for teaching and learning.

TPACK model TPACK is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). The TPACK approach goes beyond seeing these three knowledge bases in isolation, by emphasising the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. 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 to every teacher, every course, or every view of teaching (Koehler, 2012). In other words, there is no one-size-fits-all approach to technology for the classroom. Watch the video below for a more detailed description of this model. [Watchtime: 21.54 mins]

by Ian O'Byrne

SAMR model The SAMR model describes degrees to which technology integration can happen in teaching by establishing what the effects are. Technology integration is viewed as a spectrum with one-on-one replacements for “traditional” tools/ methods on the one end and with tools enabling the complete transformation of teaching on the other. Watch the video below for a more detailed description of this model. [Watchtime: 1.59 mins]

by Candace R

SECTIONS model Beginning the course planning by defining the learning goals, enables an effective assessment of the potential technological tools that can be used to reach the goals. Each of the letters in the acronym SECTIONS stands for a unique aspect worth considering when evaluating a specific tool for teaching. Watch the video below for a more detailed description of this model. [Watchtime: 7.15 mins]

by Rob Power

RAT & PIC-RAT model RAT is an acronym for replacing, amplify, and transform. When technology is used in a teaching setting, it either replaces a traditional approach to teaching, amplifies the learning, or transforms learning in ways that were not possible without the technology. Redefinition and transformation both deal with technology use that empowers teachers and students to learn in new, previously impossible ways. Building off the ideas presented in the RAT model, PIC-RAT assumes that there are two foundational questions that teachers must ask about any technology use in their classrooms:
 * 1) What is the students’ relationship to the technology? (PIC: Passive, Interactive, Creative)
 * 2) How is the teacher’s use of technology influencing traditional practice? (RAT: Replace, Amplify, Transform)

Additional resource

The Pedagogy Wheel
The Pedagogy Wheel is an everyday device that charts different domains of pedagogical thinking and situates mobile apps within this integrated framework, associating them with the educational purpose they serve. It enables teachers to identify the pedagogical purpose of their various app-based learning and teaching activities in the context of their overall objectives and learner needs. The underlying principle of the Pedagogy Wheel is that it is the pedagogy that should determine the educational use of apps and not the other way round.

''Here is a video providing an overview of where to start the technology integration plan and process, which begins with defining the context and mapping potential tools against affordances to other bigger-picture considerations. '' [Watchtime: 15.38 mins]

by Rob Power

 To conclude, decisions made on technology integration are based on the need for the technology in reaching outcomes rather than the technology trends.

Reference


 * https://openbooks.col.org/blendedlearning/chapter/chapter-5-technologies-for-blended-learning/
 * https://opentextbc.ca/teachinginadigitalage/part/chapter-8-understanding-technology/ https://lumenlearning.com/technology-in-the-classroom/ https://opentextbc.ca/teachinginadigitalage/part/chapter-8-understanding-technology/
 * https://wordpress.kpu.ca/tlcommons/learning-with-social-media/
 * https://www.tonybates.ca/2011/06/29/models-for-selecting-and-using-technology-4-synchronous-or-asynchronous/
 * https://teachonline.ca/tools-trends/how-use-technology-effectively/ten-guiding-principles-use-technology-learning
 * https://openeducationalberta.ca/orientationhandbook/chapter/technology-in-learning/
 * https://opentextbooks.uregina.ca/practicespace/chapter/k-12-technology-frameworks/
 * https://designingoutcomes.com/assets/PadWheelV5/PW_ENG_V5.0_Android_PRINT.pdf
 * https://www.adcet.edu.au/oao/assistive-technology