"The phrase “technology and education” usually means inventing new gadgets to teach the same old stuff in a thinly disguised version of the same old way. Moreover, if the gadgets are computers, the same old teaching becomes incredibly more expensive and biased towards its dumbest parts, namely the kind of rote learning in which measurable results can be obtained by treating the children like pigeons in a Skinner box." - Seymour Papert and Cynthia Solomon
SAMR
Substitution, Augmentation, Modification, Redefinition Begin by viewing the videos to the right, particularly the one with the video explanation done by Ruben R. Pentadura, the originator of this model. Take some time to explore the OSAPAC/CCPALO site to review entry points to teaching with technology as developed by Ontario educators with links to the Ontario curriculum. |
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TPACK
This model of technology integration "identifies the knowledge teachers need to teach effectively with technology" (TPACK.org). The interconnected circles indicate that the optimum or goal is the interplay of content, pedagogical and technical knowledge. Teachers can have technical knowledge (TK), pedagogical knowledge (PK), or content knowledge (CK) but when each of these is present within the teaching sphere, then efficacy is achieved. |
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TIMS
The Technology Integration Matrix provides resources and supports for educators making efforts to improve their teaching practice and student success with technology. The matrix examines the areas of learning that are active, collaborative, constructive, authentic and goal directed. Teachers can examine descriptions, resources, lesson plans, videos, and grade level materials to 'move toward' efficacy in using technology. The Matrix site provides an interactive repository of materials to enhance teacher learning. |
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