TPACK- SAMR

TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE

The TPACK was introduced by Punya Mishra and Matthew J. Koehler of Michigan State University. It is represented through Venn Diagram where there are some knowledge components (Content Knowledge, Technology Knowledge, and Pedagogy Knowledge) that accumulate which are balanced to conform to the main point TPACK, as in the main picture is observed. 

To be more conscious about it, here you have an informative video to watch it.

 

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TPACK-in-Action

It has 5 elements: Modelling, analyzing, demonstrating, application, and reflection.

They are separated by three factors:

• Instructor-Initiated= Modelling and Analyzing
• Instructor-participant collaboration= Demonstrating
• Participant-centered= Application and Reflection

What do they do?

This kind of model has some important points to keep in mind regard to Hwee, J. (2014):

• Groups with high Cultural/Institutional focus had low TPACK focus.
• Primary 1 teachers perceived more barriers to ICT integration.
• Teaching experience did not influence the level of TPACK constructed by groups.
• Group composition and facilitation influenced their TPACK construction.

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SAMR MODEL

It was developed by Dr. Reuben Puentedura which was founder of the consulting fim Hippasus and he had the representation of a choice in which 4 levels of technology integration were involved.

What is SAMR?

According to that, SAMR stands for Substitution, Augmentation, Modification, and Redefinition. It tries to change the methodology from students see everything complicated to learn to see it as a common language across disciplines by teachers personalized using the technology and makes it seem easier to them.

As the next part, we have some examples (apps) where SAMR is functionally working: