This week we will explore the:
The introduction of a new Educational Technology does not occur immediately., there is an adoption process for educators where a small group of innovators actively seek out or develop new approaches and technologies. They then share this with a slightly larger group of Early Adopters who try out these new ideas, generally without any supporting guidance. Once these enthusiasts have worked out how to apply the new Educational Technology, they start presenting at conferences and producing instructional guides and videos that the Early Majority can access and start replicating in their teaching. As an Educational Technology slowly gains acceptance as beneficial, the Late Majority are convinced or coerced to start working with it, usually involving considerable professional development workshops. Finally, there is a small group of resisters to change and new technologies, the Laggards, who need extensive support and coercion to change. Anyone involved in Educational Technologies needs to be mindful of these different audiences and their particular needs.
TPACK stands for Technological Pedagogical Content Knowledge. It is an approach developed by Mishra and Koehler to explain the set of knowledge that teachers need to teach their students a subject (Content), teach effectively (Pedagogy), and use technology.
By seeking to use technologies that support both the content being taught, and the approach being used, instructors are more likely to be innovative in exploring new ways to apply educational technologies, and ensure that educational technologies are used to support student learning rather than for the sake of using the technology.
The SAMR Model is a framework created by Dr. Ruben Puentedura that categoriaes four different degrees of classroom technology adoption. The letters "SAMR" stand for Substitution, Augmentation, Modification, and Redefinition.
Often visualised as a ladder or staircase, this can be misleading because Substitution (the bottom of the ladder) is sometimes the best choice for a particular learning activity. The SAMR model is more of a spectrum. On one end technology is used as a one-to-one replacement for traditional tools, and on the other end technology enables experiences that were previously impossible without it, both the model itself is a useful reflective tool for instructors to consider the best technology to use in any situation, while also encouraging the broadening of the Educational Technologies and instructor is familiar with, so as to have more options when considering a teaching situation. As options increase, however, an educator is more likely to include technologies that transform the way they teach in ways they never could before, rather than just enhancing existing approaches.
While there are no established guidelines for what and how an Education Technology guide should be produced, there is a range of examples of approaches.
The following digital texts provide a range of Educational Technologies examples and an overview of their integration. While some links may no longer be active, if you wish to follow up particular technologies, they can be found using search terms.