SAMR and TPACK models in the classroom

SAMR and TPACK are two models that reflect on the integration of technology in the classroom.

The former presents four different levels according to how much technology influences a specific task in the classroom. The levels go from ‘Substitution’, in which we just replace old tools with new ones, to ‘Redefinition’, in which it is technology the one who enables students to carry out the task.

The latter, on the other hand, combines three knowledge areas: content knowledge, technological knowledge and pedagogical knowledge. The three of them work together to increase students’ motivation and make the content more accessible.  The content is the subject we are working with; the pedagogy makes reference to how we are going to work; and the technology refers to which tool we are going to use to make the content more accessible to our students while supporting the pedagogical choices we’ve made.

In our second practical work in ECO II, we worked in groups and developed a didactic sequence in which we took into account these models to integrate some technological tools. There, we reflected on the use of technology in the classroom and thought about how sometimes we use it just for the sake of being ‘modern’ and ‘up-to-date’ but without any real purpose, advantage or even coherence with the rest of the work.

So, from now onwards, when I plan on using technology for a specific task, I am going to ask myself: Do I really need this tool? Why? Could we carry out this task without it? Is it going to make the task easier? Has it got any disadvantage? Have we got the necessary resources in this institution so as to use this tool? 

References:
SAMR in 120 seconds. Video available here.
SAMR picture retrieved from this link.
TPACK in 2 minutes. Video available here.
TPACK picture retrieved from this link.

Assessing websites

Nowadays, we depend on the internet when searching for information. We generally look for data, images, ideas, etc. online; we google everything we’ve got doubts about; we don’t usually have books as our main source of information. However, not all websites are reliable. Our first practical work at ECO II was about evaluating and selecting websites.

We dealt with a list of criteria that, according to the British Council, we need to take into account so as to know whether a website is reliable or not. Some of the criteria were:

• Accuracy: It makes reference to whether the information seems accurate, whether it is based on opinion or facts, whether it contains external references and whether it is updated.
• Authority and coverage: It refers to the author, the sources of the information, its objectivity and the presence of advertising.
• Audience and relevance: It talks about the audience the website aims at.
• Educational focus: It refers specifically to whether the website has educational purposes and caters for all learning styles.
• Ease of use: It makes reference to whether the page is easy to access, its format, menu and design in general.

Although I generally take most of these factors into account when looking for information, I personally pay attention to the last criterion, the design of the website. I generally decide whether a page is trust-worthy by having a look at its colours, its pictures, its fonts, its organisation. It works for me! J

A little bit of humour to close…

References: 
British Council (2008). Evaluating and selecting websites. UK.
Evaluating websites: criteria for the classroom. Retrived from this link.
Learning the language of internet. Picture retrived from this link.