TPACK ICT Integration model

 Concept of TPACK

What is TPACK model?

TPACK stands for Technological Pedagogical and Content Knowledge introduced by Punya Mishra and Matthew J. Koehler of Michigan State University in 2006.

TPACK model is a framework that helps educators understand and integrate technology effectively into their teaching practice.

It suggests that teachers need to know about the intersections of 3domains of knowledge: content, pedagogy and technology.

3 domains:

1.  Content knowledge (CK); refers to knowledge about the subject matter being taught, including concepts, principles, and theories in the school  such as Math, Science, English, Social, Geography and history, etc.
2. Pedagogical knowledge (PK); refers to knowledge about teaching methods, strategies, and approaches that are effective in facilitating learning.
3. Technological Knowledge (TK); refers to knowledge about the use of technology, including understanding how to operate various technological tools and systems.

After learning TPACK model, I realized the importance of integrating this model in the teaching and learning as it provides support in covering 21st-century skills, enhances teaching and learning deeply, makes  lessons more interactive and student-centered. Similarly, this framework provides teachers to delve into different pedagogies and technology use in their teaching to meet the diverse interest of students. Students will also have an idea on technology use. 

 I have learned how to develop  lesson plan using TPACK model; the use of appropriate teaching pedagogies , various digital tools and simulations  to teach specific topics.

  For instance, I have chosen the topic 'Three states of matter' from class VI Science Textbook. I used Demonstration method as the first pedagogy and PPT slides to provide content knowledge on the three states of matter . Students will  observe the demonstration done by the teacher and note it down on their notebook.  In the lesson development , I have provided one online game activity to show their understanding of the content . Likewise, I  have used mentimeter to conduct quiz. 

Lesson plan  using TPACK model

Sub: Science

Topic: three states of matter

Class: VI

Time: 45 minutes

Teaching method:  Demonstration, independent learning, cooperative learning

Previous knowledge: 

• separating soluble solids by evaporation

• Separating insoluble solids by filtration 

• Evaporation and condensation

TLM:

1. Power point presentation
2. Mentimeter
3. Science kids 
4. 
   

Lesson objectives: By the end of the class, the  student will be able to;

1. define miscible and immiscible liquids correctly after the teacher’s explanation

2. observe and record changes in the appearance or behavior of liquids when mixed together with provided hands on materials by actively participating in the experiment

3. identify miscible and immiscible liquids commonly found at home or in everyday life.

 Lesson Introduction (13 minutes) demonstration

•  Greetings to the class. Recapitulate  the previous lesson.
• Teacher will provide content knowledge by setting up a simple demonstration on three states of change of matter  to stimulate curiosity about the upcoming lesson content. 
• Start by placing a few ice cubes in the glass container or beaker.
• Ask students to observe and describe the properties of the ice cubes. Guide them to note that the ice is solid and has a definite shape and volume.
• Next, heat the bottom of the beaker by placing over the flame of Bunsen burner. .
• As the heat is applied, students will observe that the ice cubes begin to melt and transform into water. Encourage them to describe the changes they observe, such as the ice melting into a liquid.
• Once all the ice has melted, continue applying heat to the water in the container. As the water heats up, it will eventually start to boil and form steam.
• Finally, ask students to observe and describe the properties of the steam. Guide them to note that steam is a gas and does not have a definite shape or volume.
• Ask students to share their observations with the class. 

•  After that, the teacher will provide information input on changes in three states of matter. Explain the meaning of matter, differences,  properties and examples.

Link - provide a google slide presentation content knowledge on the information input.

Three states of matter.pptx

Lesson Development 

Activity (11 minutes): independent  learning

Instructions: 

• Log into the the link given below to carry out the activity. This is kind of experiment where individual students will do the activity to place each picture in its proper state and solve other questions. 

 

https://www.sciencekids.co.nz/gamesactivitie/gases.html

 

Follow up activity: (7 minutes)- cooperative learning

Instruction :

• Students in their home group will discuss the questions and asnwer.
• Provide each question to the groups for the discussion. And later they will be sent to other groups to explain. 

1. Give two properties that are common in all matter.

2. Give examples of solids, liquids, and gases that you encounter in our everyday life.

3. Is ice cream soli, liquid, or gas? What will happen to an ice cream when it is kept in the sunlight?

Discussion( 7 minutes)

Assign students the numbers and ask them to go to the expert group and share their answers to the other members. Facilitate the discussion. 

Lesson closure (7 minutes)

• Have quiz to Summarize the lesson 

Instruction:

log into mentor menti.com to solve the question in a group and submit it.

https://www.menti.com/alcefwuod7c7

SAMR model lesson plan

Integrating technology means use of learning technology to introduce, reinforce, supplement and extend skills. SAMR is one of the ICT integration model which can be integrated in the lesson planning. 

SAMR stands for 

S-Substitution (The technology is a direct tool substitute, with no functional change.)

A-Augmentation (The technology is a direct tool substitute, with functional improvement)

M-Modification (The technology allows for significant task redesign)         

R-Redefinition (The technology allows for the creation of new tasks, previously inconceivable)

The SAMR model is a planning tool that helps to design better learning activities for students. The framework provides pedagogical insight into how technology can and should be used in the classroom. 

This Model moves through various stages, beginning at a basic level of learning in the substitution phase through to a level where learning is transformational at the redefinition level.

I have planned a lesson plan using SAMR model to teach grade V students on the topic 'parts of flower.'  For the substitution, I  used video to enhance students understanding as well as to convince what they will be learning . Likewise, for augmentation, i have assigned task where students are required to draw a labelled diagram of parts of flower in the Google Docs.  Finally I have used Mentimeter for follow up activity where students will be answering the quiz.

 Lesson plan 

 Teacher name: Pema Golay

Sub: science

class ; V

Topic: Parts of flower

Time : 45  minutes 

ICT model: SAMR model

 TLM:

1. Video on parts of flower,
2. Computer ( Google Docs, Mentimeter)

Previous knowledge: 

1. students are familiar with the flowers they have seen around their surrounding

2. Students know that living things reproduce.

3. Students know how plants adapt in the specific habitat.

Lesson objectives: 

Student will be able to;

1. Identify different parts of flower correctly after the demonstration

2. Analyze the functions of parts of flowers clearly after the teachers explanation

3. Write the answers for the questions correctly by the end of the lesson.

Lesson introduction: 5 minutes

Greetings to the students 

Ask students if they love flowers and plant flowers at home. 

Ask if they can identify some parts of the flower. 

Show one video on parts of a flower. Choose a video that explains the parts and functions of a parts of a  flower. 

Substitution :

Parts of a Flower | Pollination Video | Science for Kids | Parts of Flower and their Functions

Lesson input: 9 minutes

Discuss the parts, functions  process of pollination in flowers using the diagram.

Lesson development: 15minutes

Augmentation:

Let the students draw a labeled  diagram of a flower and color them on a Google Docs. Students should correctly label all the parts of a flower and color it. 

Instruction: Open google Docs, draw a well labelled diagram of parts of a flower, color it and show me.

Follow up : 10 minutes

Let the students answer the quiz using Mentimeter. 

Students should log into the Menti meter with a given link and answer the questions individually. 

https://www.menti.com/albqp6c7rp6b

Discuss the answers with the class once the students are done with answering the questions.

Lesson Closure: 6 minutes

End the lesson by summarizing the content learned. Ask for volunteers on the functions of some parts of the flower. : anther, stigma, style.  

Digital Citizenship

 3/5/24

Digital Citizenship

We  were introduced to the concept, usage and elements of digital citizenship. After learning this concept I realized the importance of being digitally literate person and why should one be even concerned with the digital citizenship and society. Everyone can post , yet the right and responsibilities comes along as a digital citizens. It aims to teach everyone what technology users must understand in order to use digital technologies effectively and appropriately. This concept will help students recognize inappropriate technological behaviors wherever it occurs. For instance the misuse of technology such as using web sites to threaten students and  downloading illegally from the internet. 

Let me take you through the concept of Digital citizenship, the role of a teacher, and  responsibilities as a teacher and users as digital citizens. 

What is digital citizenship? 

Upon hearing the word digital citizenship, some may understand as having the Identity card of digital world but, Digital citizenship can be defined as the norms of appropriate, responsible behavior with regard to technology use.

Digital citizenship can be understood with its nine elements
which are having the knowledge of  digital access to
 technologies and other tools., online businesses, 
electronic exchange of information, digital technology usage, 
the online behaviors, legal rights and restrictions, the 
privileges' ad freedoms extended to all the digital users,
 physical and psychological well being and privacy protection

 for personal safety. 

Nine elements of Digital Citizenship: 

1. Digital access                       2. Digital Commerce

3. Digital communication          4. Digital literacy 

5. Digital etiquette                     6. Digital law

7. Digital rights and 

responsibilities                                                8. Digital health and wellness

9. Digital security

As digital citizen of a country, what is the role of a teacher in digital citizenship?

Having technologies integrated in the school level is not enough. We as a teacher needs to provide active direction to the students. We cannot guarantee student's knowledge on the appropriate usage what is and what not  of  digital tools and platforms. Thus, it it is the responsibility of  educators to help define appropriate technology use. 

Teachers play a crucial role in digital citizenship by empowering students to become responsible digital citizens who can navigate the online world safely and ethically in following ways: 

1. Educating students about online safety and privacy. Teach students how to protect their personal information, avoid online scams, and navigate social media responsibly. 

2. Teach them how to evaluate the credibility of the online sources, identify misinformation and think critically about the content they encounter online. 

3. Teachers promote positive online behavior by teaching students about digital etiquettes and respectful communication.

4. Guide students in understanding the impact of their online actions such as cyberbullying, digital footprints and consequences of sharing inappropriate content online. 

5. Teach students to cite the sources appropriately when using for educational or any other purposes. 

What digital rights and responsibilities as a teacher should carry out in society, community and world?

Being a member in digital society means each users is afforded with certain rights and responsibilities.

• Teachers should ensure that all students have  equal access to digital  resources and information regardless of their background and circumstances.  

• Teachers should educate as well as advocate about intellectual property rights and the importance of respecting copyright laws and licenses when using digital content. This includes teaching students how to properly cite sources and create original world while avoiding plagiarism. 

• Teachers have a responsibility to create a safe and inclusive digital learning environment by addressing cyberbullying  and promoting positive online behavior.  

                      'Let's be fair and engaged digital citizens'. 

Middle Level ICT Integration

Middle Level Integration 

Today, we were oriented on using phEt simulation as one of the tools in middle level ICT integration. 

PhEt simulation- a physics education technology are interactive educational tools developed by the phEt interactive simulations project . These simulations cover a wide range of topics in science and mathematics including physics, chemistry, biology, earth science and math.

Middle level ICT integration is the intermediate stage of incorporating information and communication technology (ICT) into various aspects of teaching and learning.  

PhEt simulation allows to  explore concepts through visual experiments and visualization helping to deepen the understanding and intuition about scientific principles. This has numerous real life applications such as for AC connection, observe the behavior of substances with change in temperature and pressure, see how magnets attract or repel etc.

 I personally feel that using phEt simulations is wiser than doing practical works as it not only saves time , but a lot more easier and understandable. Moreover, some scientific experiments can be hazardous or impractical to conduct in a classroom setting. PhET simulations allow students to explore these concepts safely without the risk of injury or damage to equipment. From this, I learned to use how technology can be integrated by crating visual representations of hard grasp concepts in science and math while making them engaging through student manipulation. 

• Let me share the steps on how I  created  phEt simulation to teach on the topic 'three states of matter' for grade level Four:
• Log into phEt simulation 
• Go to 'all sims'
• Choose the subject 
• Search for the topic for the simulation ' three states of matter basic''
• There are two activities to be carried out.

1. The first activity is to observe the change in the state of matter using different  elements when put under the heat or cool. 
2. The second activity is to observe the pressure when heated and the lid is opened and closed

Lesson Plan

Topic:  Three states of matter

Subject: Science

Class: V

Time : 45 minutes

Previous knowledge: 

1. Students learned about the matters in their environment. 

Lesson objective: 

1. Students will understand the different states of matter (solid, liquid, gas) and how they change under different temperatures.
2. Students will observe how pressure changes in a closed system when the lid is opened or closed.

Teaching Learning Materials:

• Computers or tablets with internet access
• PhET Interactive Simulations: 'States of Matter: Basics'

Lesson introduction ( 8 minutes)

•  Greetings to the class. 
• Ask students to name the things around them. 
• Discuss the concept 'three states of matter'
• Tell students they will use an interactive simulation to explore how matter changes states when heated or cooled and how pressure changes in a closed system.

Lesson Development: ( 20 minutes)

Activity 1: Group activity (Observing State Changes)-10 minutes

1. Instruction:

   • Divide the students in a group of 5 with 5 members each.
   • Ask them to open the PhET simulation: "States of Matter: Basics."
   • phEt .states of matter
     
   • Let them carry on with the first activity where they can add heat or remove heat to observe state changes
   • Have students select different elements (e.g., neon, argon, oxygen, water) in the simulation.
   • Students will heat the element and observe how it changes from solid to liquid to gas.
   • Then, they will cool the element and observe the reverse changes.
   • Let students to write their observation with following questions:
1. What happens to the molecules when heat is added?
2. Describe the movement of molecules in solid, liquid, and gas states.
3. What differences do you observe between different elements?

Activity 2: Observing Pressure Changes (10 minutes)

Instruction:

• The groups should now focus on observing the pressure changes by manipulating the lid of a container.
• Have students heat the substance inside the container with the lid closed and observe the pressure changes. Then, they will open the lid and observe the changes in pressure and state of matter.
• The groups will again write their observation using following questions: 

1. What happens to the pressure inside the container when the lid is closed and the substance is heated?
2. How does opening the lid affect the state of matter and the pressure.

Follow Up activity: ( 12 minutes)

• Let the members share and discuss their observation.

Closure: (5 minutes)

• Summarize the lesson.
• Assign students to find and describe a real-life example of state changes and pressure (e.g., boiling water, refrigeration, aerosol cans).