Models, Frameworks and Theories…………….

The challenge in Week 11 – how well do I know the models, frameworks and theories? I must say this did instill some fear into me!! I immediately thought – how am I going to complete this?  Do I know enough about all of these models, frameworks and theories? But good old google helped me to complete the following table:

Theory Purpose Application to Assignment 3 / Professional Experience
CLEM Model Help understand how to learn about a new ICT and how to use it to enhance student learning If there are any new ICTs you need to use it might help your explorations.  Hence might be useful as a part of the planning process for Part B.
TPACK Framework Identifies the knowledge required by teachers in order to provide effective pedagogical practice.  This includes Technological Knowledge, Pedagogical Knowledge and Content Knowledge. This will be a consideration when planning lessons while on prac – ensuring that not only my pedagogical and content knowledge are effective but also the technological knowledge.
Backwards Design Provides a process for teachers to follow when planning either a Unit or Lessons.  It enables them to look at the final product – what they want the students to have learnt.  Teachers are then able to work backwards, decide on the appropriate assessment, and then the lessons that will enable students reach the understanding required. This will be a useful framework to use in my lesson planning during prac.
SAMR Model Made up of 4 levels, the SAMR model allows teachers to assess and evaluation their use of technology during lessons.  It progresses from Substitution (using new tools to replace an old one), Augmentation (includes more functions), Modification (significant redesign) and Redefinition (new task creation). This will be a consideration in planning lessons – making sure that my lessons are not just “using” technology but that there is a reason for implementing the technology in that lesson.
TIP Model Technology Integration Planning consists of 5 phases providing guidelines to planning effectively with technology. Phase 1 – Develop relative advantage, Phase 2 – Decide objectives and assessments, Phase 3 – Design integration strategies, Phase 4 – Prepare the instructional environment and Phase 5 – Evaluate and revise integration. Due to the similarities to SAMR Model, this may not be used during my prac.
The 5 Es Based on the constructivism theory that students build on their current understandings.    The inquiry approach works through the 5 E’s – Engage, Explore, Explain, Elaborate, Evaluate. This would be a useful strategy for the students I will be working with in my prac.  It will be a consideration when planning my lessons.
WALT & WILF Assists students in their understanding of the purpose of the lesson – “We Are Learning To” and the expectations of the lesson – “What I’m Looking For”. At the beginning of the lesson, completing the WALT and WILF, and explaining to the students the purpose and expectations of the Lesson.  Students can use this as a guide while they work to see if they are meeting the set expectations.
Connectivism Considered to be the learning theory for the digital age.  It refers to the idea that learning occurs socially and culturally through working and sharing knowledge and understandings with others. Specifically with regard to the digital age, this information would be shared digitally. Due to my context, this will probably not be used.
Bloom’s Taxonomy Highlights 3 domains of learning – cognitive (knowledge), affective (attitude) and psychomotor (skills) and looks at moving students through low order thinking through to higher order thinking to improve their understanding.  In order to be successful at the higher order thinking categories, students should have achieved the low order thinking first. Students work from Remembering, Understanding and Applying through to Analysing, Evaluating and Creating This will assist in structuring lessons, constructing appropriate questions in order to progress students through the levels.
Postman’s 5 Things A list of 5 ideas about technological change.  These include: we always pay a price for technology, There are winners and losers, Embedded in technology are epistemological, political or social prejudice, Technological change is not additive, it is ecological and Technology is mythic. In planning lessons, consideration to Postman’s 5 Things may be helpful, particularly when considering whether a particular technology will provide benefit to learning for special needs students.
Toolbelt Theory / TEST Framework Ira Socol highlights the TEST Framework as a useful way for students to determine the appropriate tool to use in their learning.  Firstly they must consider the Task, the Environment in which this needs to be completed, the Skills which they have to complete this task and finally the Tools in which to complete this. This would not be used during prac.
PKM Personal Knowledge Management (PKM) is a process by which a person can gather and share knowledge as well as develop a network of people in order to make more effective use of time. PKM could prove to be useful during my prac and also in preparing Assignment 3 as this could assist with lesson plans, activities as well as reflections.
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2 thoughts on “Models, Frameworks and Theories…………….

  1. G’day Sharna, A little surprised that you think you won’t use Toolbelt theory while on prac. While not directly related to learning and teaching it is a way of thinking about the selection of different ICTs for a task. Something you are likely to engage in while on prac, figuring out what tool to use and how.

    Just a comment, there’s no need for you to use Toolbelt theory.

    David.

  2. Oops. I must have had a brain snap there! It will most definitely be something that I will be engaging in. It has already been interesting trying to figure our the most appropriate tools to use. We had a slight hiccup today with our IWB which made things interesting but we eventually worked it out – my mentor teacher is also new to using the IWB so we are learning together!

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