Module 4 Reflection

I have been fortunate to have mostly good experiences with online courses and training sessions. The highlights of effective courses include creating an engaging introduction activity, timely communication and feedback from the professor, a variety of assignments, and adequate peer interaction. Classes I enjoyed the most included a variety of assignments including blogs, writing with peer feedback, and open ended assignments. Additionally, I enjoyed receiving timely and consistent feedback from professors throughout the course.  

There are so many positives with online courses and training sessions, but considerations should be made to encourage social interaction as well as personalized communication with each student. Additionally, each assignment should have a purpose with clear objectives. According to Moore and Kearsley (2012), the designer of an online course or training session should determine the extent of student participation and how to facilitate it. I participated in an online class that originally started as a face-to-face class. The transition from face-to-face to an online format did not translate well. The face-to-face class included many discussions in the classroom. When the class converted to an online format, there were limited peer interaction opportunities. Instead of having the discussions through a video chat service such as Google Hangouts or Skype, I was assigned to type my answers on a Google Doc without any feedback or interaction with peers. The “discussion” assignments seemed like busy work without the benefit of insights from peers. Creating meaningful assignments for an online class or training session is critical to ensure students remain engaged in the curriculum and receive beneficial instruction.

The TPACK and SAMR models are two effective frameworks to provide effective pedagogical practice in a learning environment. The following video provides a brief overview of both models.

          

       Koehler (2012) explains that the TPACK (Technological, Pedagogical, and Content Knowledge) provides a framework that states an understanding between the three components required in order to provide effective technology integration, increase student motivation, and to make the content more accessible to students. The TPACK also provides overlap including Technological Pedagogical Practice (TP), Technological Content Knowledge (TC), and Pedagogical Content Knowledge (PC). The goal is for all three content areas to work together to provide a highly effective learning environment. Technology Knowledge resonated with me the most because it can enrich the curriculum and facilitate student learning; however, if teachers do not have a clear understanding of Technology Knowledge, it can cause student frustration and impede learning.

According to Puentedura (2012), the SAMR (Substitution, Augmentation, Modification, Redefinition) Model is a framework for technology integration in the classroom. The tiered approach focuses on how technology is used in the classroom, not the tool alone. SAMR begins with substitution, where teachers simply use new technology to replace existing technology. For example, teachers may use Google Slides to replace PowerPoint presentations. Augmentation provides a step above substitution level. For example, PowerPoint provides basic functionality for students to create presentations, manually save them, and share with others. Google Slides provides additional services like auto saving, auto syncing, and auto sharing presentations in the cloud. Teachers are at the Modification stage when they use technology to redesign a task. For example, when the comment feature is used on Google Docs to provide real time-feedback, students are interacting and engaging in an assignment more efficiently and differently from the traditional Microsoft Word. Finally Redefinition means that students are creating new tasks. Through Google Docs, students can share their document with another class in a different state. Instead of writing a letter to a class pen pal, students can write their letter in Google Doc and share it instantly with another class in a different state in real time. Additionally, students can share reflections or peer feedback with classes in other states.

Moore and Kearsley (2012) explain that one major challenge for instructors undertaking online courses is designing tasks effectively. While both the TPACK and SAMR models provide an effective framework for learning, a balance is necessary in an online, blended, or traditional setting. Not all lessons will be on the top tier of the SAMR model or combine all elements of the TPACK framework. Collaborating with other teachers and sharing resources is a great place to start to provide effective and meaningful instruction including technology integration. 

References

Koehler, M. (2012). Tpack explained. Retrieved from 

          http://www.matt-koehler.com/tpack/tpack-explained/

Moore, M., & Kearsley, G. (2012). Distance Education. Wadsworth
          Cengage Learning: Belmont, CA.

Peeler, J. (2015, June 18). TPACK & SAMR [Video file]. Retrieved from            

         https://www.youtube.com/watch?v=98Lw8cuUses

Puentedura, R. R. (2012) The SAMR model: background and exemplars. Retrieved from

          http://www.hippasus.com/rrpweblog/archives/2012/08/23/SAMR_Background

          Exemplars.pdf