Technology Integration Models

[Extracts from Kimmons & Hall, 2016] Technology integration models are frameworks that one can use to guide thinking around the use of emerging technologies in education and as such provide a way to examine the myriad ways stakeholders make decisions pertaining to technology use, adoption, and integration. …. As theoretical constructs, technology integration models empower researchers and practitioners to ask certain questions and to understand technology integration in key ways. Much like the lens of a telescope, these models have great practical value for improving perceptions and guiding inquiry, and it is for this reason that various technology integration models have been posited in recent years as means for understanding technology integration phenomena. Some prominent examples include the Technological Pedagogical and Content Knowledge (TPACK) model, Substitution Augmentation Modification Redefinition (SAMR) model, Replacement Amplification Transformation (RAT) model, Tec

Innovating Pedagogy

The following is a mindmap that shows an innovative pedagogy that I like and that could transform an aspect of my practice. I have chosen Authentic and Personlised Learning as I feel these two go well together and are very much learner-centred.

Technology, Values and Cultura

"Ethically and Culturally Sound Practice" A basic capture of my ethically and culturally sound practice in my learning design approach.

Strategically Thinking and Planning

When a problem arises it isn't a quick fix or a static problem which requires only a single individual to fix. The environment requires a leader to Probe or Investigate, make Sense of the issue then Respond to it. A Complex Adaptive Environment requires more than one expert or leader to oversee, lead, or make change. The environment is classed as an experimental environment as there are so many different variables to consider. Cynefin Framework by Stone (2017) in “Leading on complex environments” What is it about traditional strategic thinking and planning that makes it unsuitable for ensuring sustainability in complex adaptive environments? Schools are Complex Adaptive Environment and therefore can't rely on linear procedures to tackle issues. The education system is constantly evolving and at rates that are often hard to keep on top of. With changes will always come resistance and is that resistance that cause schools to be complex adaptive environments. For

Defining Digital Fluency

(1) Compare and contrast different definitions (from literature and government documents) of digital literacy and digital fluency CORE Blog Ministry of Education, NZ Definitions Digital literacy, according to the 'American Library Association', is an individual having the ability to use information and communication technologies to find, evaluate, create , and communicate information, requiring both cognitive and technical skills .' Digital fluency is the ability to select and use the appropriate digital tools and technologies to achieve a particular outcome. It goes beyond understanding what types of tools are available and moves into a zone where a person can choose the right tools based on the situation and knows how to best use them to meet the situation’s requirements. Being ‘digitally literate’ means acquiring the skills to make and create meaning and select technologies to do so. Being f

Translating Global Visions to Local Context

"How to connect to global visions" Authentic Learning: - Learning by doing not listening and observing - Authentic learning is designed to connect students learning experiences to real life examples and complexities. - Students need to make links between and across their learning. - Learning shouldn't be compartmentalised as life isn't that way. Subjects should be seen as one and integrated. - There are 10 design elements for authentic learning: Real life relevance Ill-defined problem Sustained investigation Multiple sources and perspectives Collaboration Reflection An interdisciplinary perspective Integrated assessment Polished products Multiple interpretations and outcomes - Three goals of learning: Acquisition (apprehension), Making Meaning (comprehension), Transfer (application) - Learning alongside students about something unknown models learning behaviours in a way that students do not usually see in traditional classr

Building and Sustaining Relational Trust

What is relational trust and how is it developed? Each party in a relationship maintains an understanding of his or her role's obligations and holds some expectations about the obligations of the other parties. For a school community to work well, it must achieve agreement in each role relationship in terms of the understandings held about these personal obligations and expectations of others. An interrelated set of mutual dependencies are embedded within the social exchanges in any school community. Regardless of how much formal power any given role has in a school community, all participants remain dependent on others to achieve desired outcomes and feel empowered by their efforts. As individuals interact with one another around the work of schooling, they are constantly discerning the intentions embedded in the actions of others. They consider how others' efforts advance their own interests or impinge on their own self-esteem. They ask whether others' behavior refl