TPACK / SAMR Lesson Deconstruction

Posted on by Kirsten

We are learning about the decision-making processes teachers go through when considering technology integration. For this assignment, I made a visual diagram of the decision making process of a hypothetical lesson and detailed the considerations of technology integration.

Intro to TPACK and SAMR

There is a lot that goes into TPACK and SAMR models. For a quick background to helpful understand the gist of the assignment, I suggest watching this video:

The Assignment

If you read my bio, you know that I am not a teacher.  Rather, I review course curriculum for schools.  That made this exercise a unique one for me, as I have never developed a lesson plan.  My approach to this diagram was to use information from all of the courses I have reviewed over the last year that I have been in my current role.

You can also view the diagram here.

The following is my step by step logic on completing the diagram for this assignment.

For Context, I added some general statements about the type of course, as it is outside of a K-12 setting.  The example course I picked is for merchant mariners getting licensed to become boat captains.  As a school might have state and district standards, this course instead deals with federal standards set forth by the US Coast Guard.  I also noted that providers can request courses be delivered in a variety of different ways:  in person, virtual live, or via an LMS at their own pace.  A large majority of schools only teach in person, but the other two options would definitely require a level of technology integration.   I also noted that students are required to complete work on the job in order to take the class and get a license, insinuating that there is some prior content knowledge at entry.

Next, I chose some high level Content specific notes relative to the lesson I chose for the example, the regulatory requirements driving the content, and a general objective or goal for the lesson itself.

Pedagogy was a bit more difficult of a section because, as mentioned, I am not a teacher.  I selected lecture as the general delivery style because it is the primary method used in the curriculums I have reviewed.  I also added a few other options that I think would enhance this lesson (lab, group discussion, individual presentation in front of class).

Technology was a wide open section for me to pick anything I dreamed of!  Most courses I review use minimal technology.  PowerPoints are about it.  I envisioned all of the possibilities that could be utilized in this lesson and listed as many as practical but admittedly not as many as possible.

In the overlap areas, I tried to visualize myself as the instructor and also as if I were a student.  This is good insight, as I have been a student for a course similar to this.  Fine tuning these areas was the most interesting part of the exercise. It was at this point that I really wished all of the schools we worked with utilized the TPACK framework to evaluate their courses.  One common downfall of most of the classes is how lecture heavy they are.  I tried to incorporate different means of acquiring information through self study, group discussions, presentations, etc.  I also think paper handouts are difficult to work with.  I chose to prioritize digital documents, as they are much more conducive to learning by offering features such as keyword search, sharing, reviewing, highlighting, collaborating with other students, etc.

The SAMR section was quite easy.  As mentioned, there are minimal examples of technology currently utilized in courses like this one.  Any little change would be a tremendous benefit.  I selected a few very tangible options that schools could easily incorporate into their courses to drastically improve learners’ experiences.

Overall, I found this to be a very interesting assignment.  I look forward to future assignments that help me view different perspectives, which would greatly benefit me in my current role and my dealings with the schools I typically work with.

ISTE Standards for Educators

  • 2.5.b Design Authentic Learning Activities: Educators design authentic learning activities that align with educational standards and use digital tools and resources to maximize learning.
  • 2.5.c Innovative, Equitable Learning Environments: Educators apply evidence-based instructional design principles to create innovative and equitable digital learning environments that support learning.

ISTE Standards for Students

  • 1.5.c Decompose Problems: Students break problems into component parts, extract key information and develop descriptive models to understand complex systems or facilitate problem-solving.
  • 1.6.a Choose Platforms or Tools: Students choose the appropriate platforms and digital tools for meeting the desired objectives of their creation or communication.

Resources

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assignment EDTE 650 ISTE SAMR TPACK

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