I have never used the TPACK or SAMR processes for planning a lesson and integrating technology. I found it was a thoughtful approach to purposeful technology in the classroom. I feel we as educators often think through these things, but not necessarily this in-depth. It was beneficial to think through the process from start to finish with a diagram.
For my lesson on slope-intercept form, I feel when starting with simple substitution it was an easy swap out that didn't take much effort on my part nor the students. As I got further into the process I had to think more about how the students could be actively involved in learning the material, sharing the material, and really interacting with one another with the use of technology.
At the redefinition level of SAMR, I'd say students are the most in control of their own learning, while the teachers take a backseat. The students are creating, explaining, answering, inquiring of others' work, etc, while I am there in more of a facilitator role.
With that being said, as far as planning at the full TPACK and SAMR level it is a much more involved process. Working within the special education setting, I feel like bringing it all together was the most difficult step in the process for me. I'd love to use this lesson and see if I can get students to be engaged in a project like this, with the end goal being a deep understanding of slope-intercept form, how to graph lines, and applying it to the real world.
I believe going through planning like this is beneficial to ensure we as educators are empowering our students to learn the material in a way that is meaningful and pertinent to them. I am personally interested to see if a language arts lesson is easier than a math lesson to plan using this method.
For my lesson on slope-intercept form, I feel when starting with simple substitution it was an easy swap out that didn't take much effort on my part nor the students. As I got further into the process I had to think more about how the students could be actively involved in learning the material, sharing the material, and really interacting with one another with the use of technology.
At the redefinition level of SAMR, I'd say students are the most in control of their own learning, while the teachers take a backseat. The students are creating, explaining, answering, inquiring of others' work, etc, while I am there in more of a facilitator role.
With that being said, as far as planning at the full TPACK and SAMR level it is a much more involved process. Working within the special education setting, I feel like bringing it all together was the most difficult step in the process for me. I'd love to use this lesson and see if I can get students to be engaged in a project like this, with the end goal being a deep understanding of slope-intercept form, how to graph lines, and applying it to the real world.
I believe going through planning like this is beneficial to ensure we as educators are empowering our students to learn the material in a way that is meaningful and pertinent to them. I am personally interested to see if a language arts lesson is easier than a math lesson to plan using this method.