A modified model of TPACK and SAMR in teaching for understanding
Jeanne Kriek, University of South Africa, South Africa
Society for Information Technology & Teacher Education International Conference, in Savannah, GA, United States ISBN 978-1-939797-13-1 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
In physics teaching and learning, it is crucial to identify applicable new technologies from those available and to use them in a specific-topic area to improve understanding. The emphasis should be on how technology is used in the classroom for effective learning. The technological pedagogical content knowledge (TPACK) framework was used to re-evaluate teachers' knowledge and use of technology in the classroom while the substitution, augmentation, modification and redefinition (SAMR) model suggests how technology can be used in the classroom. An association between the TPACK and SAMR models were further modified for use when teaching for understanding. Magnetism was used to demonstrate this modified model as inappropriate use of technology could create misconceptions. Teachers need sound content knowledge as it cannot be assumed that teachers with suitable content knowledge would be able to transform their knowledge into representations that will help students understand concepts.
Kriek, J. (2016). A modified model of TPACK and SAMR in teaching for understanding. In G. Chamblee & L. Langub (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 23-28). Savannah, GA, United States: Association for the Advancement of Computing in Education (AACE). Retrieved March 24, 2019 from https://www.learntechlib.org/primary/p/171644/.
© 2016 Association for the Advancement of Computing in Education (AACE)
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