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Lesson 1 Reviewer Educ 8 Jie

The document outlines effective strategies for using non-digital instructional materials, emphasizing preparation, presentation, and follow-up to achieve lesson objectives. It introduces the TPACK framework, which integrates technological, content, and pedagogical knowledge for enhanced learning experiences, alongside the SAMR model that categorizes technology integration into four stages: Substitution, Augmentation, Modification, and Redefinition. These frameworks aim to improve teaching practices and student engagement through the thoughtful use of technology in education.

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18 views5 pages

Lesson 1 Reviewer Educ 8 Jie

The document outlines effective strategies for using non-digital instructional materials, emphasizing preparation, presentation, and follow-up to achieve lesson objectives. It introduces the TPACK framework, which integrates technological, content, and pedagogical knowledge for enhanced learning experiences, alongside the SAMR model that categorizes technology integration into four stages: Substitution, Augmentation, Modification, and Redefinition. These frameworks aim to improve teaching practices and student engagement through the thoughtful use of technology in education.

Uploaded by

mejiaspeterpaul7
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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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LESSON 1

DEVELOPMENT AND USE OF NON- DIGITAL OR CONVENTIONAL MATERIALS


-PPPF BY Hayden Smith and Thomas Nagel authors of
Instructional Media(1992)
*To ensure effective use of instructional materials.
1. Prepare Yourself
-Know your lesson objective and what you expect from the class after the
session.
2. Prepare Your Lesson
-Set class expectations and learning goals.
-Practice to give them guide questions
-Motivate them and keep them interested & engage
3. Present the Materials
-Present materials under the best possible conditions.
4. Follow -Up
-The purpose on the use of the instructional materials is for attainment
of
lesson objective.
TPACK FRAMEWORK
 Adopted by Mishra and Koehler (2006).
 Shows the types of knowledge involved in the teacher’s capacity to
integrate technology.
 Educators transfer their knowledge of pedagogical practice and
content into technology-enhanced learning experiences.
3 TYPES OF KNOWLEDGE
 Technological Knowledge.
 Content Knowledge.
 Pedagogical Knowledge

 Technological Knowledge
-knowing what technology is best to use and how they
should be utilized in teaching.
 Content Knowledge
-know the subject area or topic.
 Pedagogical Knowledge
-principles & strategies of teaching.
-ensure curriculum goals are met.
Technological, Pedagogical And Content Knowledge
(TPACK)
 Way of describing how technology pedagogy and content fit.
OVERLAPS TPACK
Pedagogical Content Knowledge (PCK)
 practices for teaching specific content to your specific students.
Technological Content Knowledge (TCK)
 How the digital tools available to you can enhance or transform the
content.
Technological Pedagogical Knowledge (TPK)
 How use your digital tools as a vehicle to the learning outcomes.

SAMR MODEL -Developed by Dr. Ruben


Puentedura
 model of Technology Integration categorizes four different degrees of
classroom technology integration.
 The model supports and enables teachers to design, develop, and infuse
digital learning.
The model has four stages and is split in two with threshold
dividing the two halves.
ENHANCEMENT- REPLACEMENT
TRANSFORMATION- REAL LEARNING HAPPENS.
o 4 STAGES
1. Substitution- this is where technology is used as DIRECT
SUBTITUTE for what you might already do.
Ex. Writing an essay using pen vs. Writing an essay using computers.
2. Augmentation- This is where technology is used as a DIRECT tool
with FUNCTIONAL IMPROVEMENT.
Ex. Like instead of writing essay to your paper , you may use google docs.
3. Modification- Technology allows you to significantly redesign the
task.
Ex. Instead of writing essay , the student can publish his essay to WORD
PRESS and the teacher is not the only audience but the whole world who
have internet.
4. Redefinition- Technology allows you to do what was previously not
possible or inconceivable.
Ex. Instead of writing essay , the student can now create and publish a
digital story telling.

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