TPACK

 Level of ICT integration

TPACK 

TPACK, which stands for Technological Pedagogical and Content Knowledge, is a framework that emphasizes the integration of technology, pedagogy (teaching methods), and content knowledge to enhance teaching and learning experiences. Technological knowledge refers to an understanding of how to use various technologies effectively in educational settings. Pedagogical knowledge involves knowing how to design and implement effective teaching strategies. Content knowledge pertains to a deep understanding of the subject matter being taught.

At the intersection of these three knowledge domains lies TPACK. This framework suggests that effective teaching with technology occurs when educators are able to seamlessly integrate all three components. For example, a history teacher might use multimedia presentations (technological knowledge) to engage students in learning about a particular historical event (content knowledge) while employing strategies such as inquiry-based learning (pedagogical knowledge) to encourage critical thinking and analysis.

The advantages of the TPACK model are similar to those of SAMR. It provides educators with a holistic framework for understanding the complex interactions between technology, pedagogy, and content knowledge, allowing them to design more meaningful and effective learning experiences for their students. By considering all three components together, educators can create learning environments that are both engaging and academically rigorous.

Personally, I appreciate the TPACK model for its emphasis on the interconnected nature of technology, pedagogy, and content knowledge. It encourages educators to approach technology integration from a pedagogical perspective, ensuring that technology is used in ways that enhance, rather than detract from, student learning. By continually striving to develop and refine our TPACK, I believe we can create learning experiences that truly prepare students for success in the digital age.

Lesson Plan

TPACK model

 

Subject: Social Studies

Topic: Modes of transportation

Class: IV

Time: 45mins

Teaching and learning materials: PPT, quizze.com, Video, 

ICT model: TPACK model

Teaching methods: Constructivism 

Previous knowledge: Students already know what transportation is, they have some idea about land transportation.

Lesson Objectives: By the end of the lesson students will be able to:

• Identify different modes of transportation correctly on their own.

• Write down the advantages and disadvantages of different transportation clearly after the group discussion.

• Understand the impacts of transportation on the environment clearly by the end of the lesson. 

Lesson Introduction:

Display a short story on transportation for students to watch. 

A Story on Transport - English Educational Videos | Little Smart Planet(technological knowledge)

After they are done watching the video, let students guess the topic for the day.

Ask students questions like;(Content knowledge)

• What did they observe in the video?

• What were the things that the character used to transport for the trip?

• What did they learn from the video?

Encourage all the students to share their response. 

Discuss their response and introduce the topic that is “ Modes Of Transportation”.  

Lesson Development :

 Lesson input:

Display the PPT on the screen.

Transportation.pptx

Explain to students in detail different modes of transportation, their advantages and disadvantages.

After the lesson input, let students scan the OR code below.

There are various images of different modes of transportation with its name below the picture. 

Let students look at the image and write down in a notebook its name and in which mode of transport does that image fall.

Activity1 (Cooperative learning)

Divide the students into 5 groups.

Provide students with a link to join quizizz.com that is 

https://www.quizizz.com/?lng=en

I have created 5 questions in the quizizz.com for my students as shown below which I will be assigning them in the class during the activity.

I will sign up using my email that is (06220203.pce@rub.edu.bt)

I will search it using the quiz title, "Modes of transportation. 

I will display the quiz on the projector and click on the ‘Play live’ button. This will generate the game code which I will share with my students. 

I will ask one student from each group to enter the code and join quizizz.com.

I will ask them to read the question carefully and choose the correct answer.

The time for them to answer the question is 30 seconds. 

Here is the link that shows 5 that I have made for this activity.

https://quizizz.com/admin/quiz/663a1d96b5008952304eb58a?order=desc&sortBy=createdAt&contentType=all&quizStatus=published term=&searchLocale=

This is just my trial to see if it works or not and it was working well.

 

Follow up

Check how many groups could answer all the questions correctly.

Display the leaderboard to show the rankings of the groups to encourage them to do better in the coming times.

Review the answers with the students and discuss any misconceptions or areas of improvement. 

Lesson Closure

Ask a few students to share their reflection about the session like what did they learn? How did they feel to learn with technology and what are the areas they need more explanations for? 

End the lesson with a rhyme on three modes of transportation singing and dancing with the students. 

SAMR

Levels of ICT integration

About SAMR model

SAMR, which stands for Substitution, Augmentation, Modification, and Redefinition, is a framework used to evaluate the level of technology integration in education. Each level represents a different way that technology can be used in the classroom, ranging from simply substituting traditional methods to completely transforming learning experiences. At the substitution level, technology is used as a direct substitute for traditional tools without significant change in the task. For example, using a word processor instead of handwriting assignments. Augmentation involves using technology to enhance the task in some way. This could be through adding features like spell check or incorporating multimedia elements into presentations. Modification takes things a step further by using technology to significantly redesign the task. This might involve collaborative writing using Google Docs or creating digital portfolios to showcase student work. Finally, redefinition occurs when technology allows for the creation of entirely new tasks that were previously inconceivable. This could include things like global collaboration projects or virtual reality simulations.

The advantages of the SAMR model are numerous. It provides educators with a framework for understanding the different ways technology can be integrated into their teaching practice, allowing them to make informed decisions about which tools to use and how to use them effectively. It also encourages educators to strive for higher levels of technology integration, ultimately leading to more engaging and meaningful learning experiences for students. Personally, I find the SAMR model to be a valuable tool for guiding technology integration in education. It helps me to think critically about the ways in which technology can enhance learning and encourages me to push beyond simply using technology for the sake of using technology. By aiming for modification and redefinition, I believe we can create truly transformative learning experiences that empower students to become active participants in their own education.

Lesson plan

Subject: Science

Topic: States of matter

Class: IV

Time: 45mins

TLM: PowerPoint, images, video link, textbook

ICT model: SAMR

Previous knowledge: They have learned about the molecules. 

Lesson Objectives: By the end of the session, students will be able to:

• identify the three states of matter (solid, liquid, gas) correctly after the lesson.

• write down 3 examples each of the three states of matter accurately with the help of a video.

• understand how three states of matter can change from one state to another clearly after the discussion. 

Lesson Introduction (5mins)

Start the lesson with a greeting.

Show students with a short video clip on three states of matter.

https://youtu.be/JQ4WduVp9k4

Ask students about their understanding of the video.

Discuss their ideas and understanding. 

Introduce the topic that is “three states of matter” to the students. 

Lesson development (35 mins)

Display the PPT through the projector. 

THREE STATES OF MATTTER.pptx

Explain about the three states of matter in detail with the help of a PPT.

After explanation, provide students with various objects representing three states of matter such as ball, water and balloon with filled air.

Encourage them to touch, feel and examine each object and its properties. 

Activity 1:

Set up different stations for students to explore the state of matter.

For the solid station, provide clay or modeling dough for students to shape and observe the solid properties.

For the liquid stations, provide containers filled with water, and let students pour, stir and observe the liquid properties.

For the gas station, inflate balloons and let students feel the air inside and observe the liquid properties. 

Let students observe and write down in their notebook

Monitor

Walk around and observe students' participation.

Follow up

Bring the students together for a group discussion .

Ask them to share their observations, experiences and any new questions they have about the state of matter. 

Activity 2:

Let students scan the QR code.

There are 3 quizzes for students to answer.

I will change the slide once they finish answering the first question.

I will check their answers and see how many of them could solve all the questions correctly and how many of them need further assistance. 

https://www.menti.com/alkhv5agxfpv

Lesson closure

Summarize the important key points discussed in the class.

Provide students with exit tickets each for them to write down their understanding of the lesson and doubts. 

 

Promoting Digital Citizenship

 Self-Introspection

Concept of digital citizenship 

Digital citizenship is all about being responsible and respectful internet users, It's like being a good citizen in the online world. In my opinion digital citizenship is really important it help us navigate the online world safely and responsibly. It teaches us how to protect our personal information, be respectful to others, and make good choices online. By being good digital citizens, we can create positive and inclusive online community. It's like being a good neighbor in the digital neighborhood. 

I also learned about nine elements  of a digital citizenship that are;

1. Digital access: it is to ensure that everyone has equal access to technology and the internet.
2. Digital Commerce: Its understanding how hoe safely and responsibly engage in online transactions. 
3. Digital communication.: its knowing how to effectively and respectfully communicate online.
4. Digital Literacy: Its developing skills to find, evaluate, and use digital information effectively.
5. Digital Etiquette: Its practicing good manners and behaviors in online interactions. 
6. Digital Law: Understanding and following the laws and regulations that apply to the digital world. 
7. Digital rights and responsibility: Its recognizing and respecting the rights and responsibilities of oneself and others online. 
8. Digital health and wellness: Its maintaining a healthy balance with technology and taking care of one's physical and mental well-being. 
9. Digital Security: Its protecting personal information and device from online threats. 

I realized that these elements help guide us in being responsible and ethical digital citizens. It's important to remember that our actions online can have real-world consequences. 

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

As a digital citizen in country, I believe that a  teacher plays a crucial role in promoting digital citizenship among students. Firstly, teachers needs to serve as a guides and mentors, helping students understand the importance of responsible online behaviors. They can educate students about online safety, privacy and potential risks associated with the digital world. By providing guidance and support teachers empower students to make informed decisions and navigate the online landscape with confidence.

Secondly, teachers can integrate digital citizenship into their curriculum and classroom activities. They can incorporate lessons and discussions on topics such as digital etiquette, cyberbullying, and media literacy. By creating  safe and inclusive environment for students to learn and discuss these issues, teachers can foster a culture of respect, empathy and critical thinking. They can also model positive digital behavior themselves, demonstrating how to use technology responsibly and ethically. 

Overall, teachers have the opportunity to shape the digital citizens of tomorrow. By equipping students with knowledge and skills necessary to be responsible and respectful online users, they can help create a generation of digital citizens who contribute positively to the digital world.   

What Digital Rights and Responsibility you as a teacher should carry out in society, community and world?

Digital rights and responsibility as a teacher in society

In a society, a teacher have digital rights such as access to information, express oneself online, and maintain privacy while using digital platforms. As a teacher we can advocate for these rights by promoting digital literacy and ensuring that individuals are aware of their rights and how to protect them. And as teachers we have responsibility to promote digital literacy and educate individuals about their rights and responsibilities in the digital world. We can advocate for for equal access to technology and digital resources, ensuring that everyone has the opportunity to benefit from digital advancement. 

Digital rights and responsibility as a teacher in Community

In community, digital environment involve creating an inclusive and equitable digital environment for all members. This means that ensuring that everyone has equal access to technology regardless of their background or circumstances. Teacher can play a role in bridging the digital divide by providing support, resources and training to individuals who may face barriers to accessing and utilizing digital technologies. We also have a responsibility to engage with parents, guardians, and others to raise awareness about digital rights and responsibilities. By organizing workshops, seminar or community events, we can provide guidance on topics such as online safety, privacy, and responsible digital users. 

Digital rights and responsibility as a teacher in the world

On a global scale, teacher have rights to privacy to protect our personal information, teacher have right to protect the original work, right to express opinions and ideas online etc. The responsibility that a teacher have in the world digital citizen could be, teacher can contribute to the advancement of digital citizenship by collaborating with educators from different countries and sharing best practices. Through international conferences, online platforms, or professional networks, teachers can exchange ideas and strategies to foster a global understanding of digital rights and responsibilities. 

 

Middle level of ICT integration

 Middle level of ICT integration

About PhET Simulation

Today we learned about using  PhET simulation on creating circuit connection. It was meaningful and interesting session. PhET simulation are interactive educational tools that help you learn and explore various concepts. They are like virtual experiments or simulations that we can play with to understand different phenomena. It's a fun and engaging way to learn. We need to use PhET simulation in the classroom because they provide hands on and interactive way to learn the complex concepts. They allow us to explore and experiment in a virtual environment, which can be safer, more accessible and more engaging. There are various advantages of using PhET simulation in the classroom. Some of them could be visual engagement of the students, virtual hands-on learning, visualization, concept reinforcement, safety and critical thinking and creativity. PhET simulations have a wide range of real-life uses. Here are some real life uses of PhET simulation;

1. Science Education: PhET simulations can be used in classrooms to help students visualize and understand complex scientific phenomena. For example, simulations on topics like physics, chemistry, biology, and earth science can provide interactive experiences that enhance learning.

2. Virtual Labs: In situations where access to physical laboratories is limited, PhET simulations can serve as virtual labs. Students can conduct experiments, make observations, and analyze data within the simulated environment.

3. Concept Exploration: PhET simulations allow users to manipulate variables and observe the resulting changes, helping them explore and grasp scientific concepts. They can be used to investigate concepts like circuits, forces and motion, atomic structure, and more.

4. Inquiry-Based Learning: These simulations promote inquiry-based learning by encouraging students to ask questions, make predictions, and explore different scenarios. They provide a safe and interactive environment for students to engage in scientific inquiry.

5. Distance Learning: PhET simulations are valuable tools for remote or online learning. They can be accessed from anywhere with an internet connection, allowing students to engage in hands-on learning experiences even when they are not physically present in a classroom.

About Middle Level of ICT integration

The middle level of ICT integration involves incorporating technology into various aspects of education. It goes beyond basic computer skills and focuses on utilizing technology to support and enhance the curriculum. At this level, teachers integrate ICT into their lessons in a thoughtful and purposeful manner. They use digital resources, such as educational websites, interactive multimedia, and educational software, to engage students and facilitate active learning. In addition, teachers encourage students to use technology as a tool for research, collaboration, and creativity. They provide opportunities for students to develop digital literacy skills, such as evaluating online information, practicing digital citizenship, and utilizing productivity tools. Furthermore, the middle level of ICT integration promotes the use of technology to differentiate instruction and cater to diverse learning needs. Teachers can leverage digital tools to personalize learning experiences, provide individualized feedback, and offer alternative ways for students to demonstrate their understanding.

The middle level of ICT integration is important because it allows teachers to effectively incorporate technology into the classroom to enhance teaching and learning experiences. It goes beyond basic computer skills and focuses on utilizing technology as a tool to support and enhance the curriculum. By integrating ICT at the middle level, teachers can create engaging and interactive lessons that cater to diverse learning needs. Technology can be used to provide personalized learning experiences, promote collaboration and creativity, and offer alternative ways for students to demonstrate their understanding. Furthermore, ICT integration at the middle level helps students develop digital literacy skills, which are essential for success in the modern world. They learn to critically evaluate online information, practice responsible digital citizenship, and effectively utilize various digital tools and resources. In addition, the middle level of ICT integration prepares students for the digital age and the ever-evolving technological landscape. It equips them with the skills and knowledge necessary to navigate and thrive in a technology-driven society. Overall, the middle level of ICT integration is important because it empowers teachers and students to harness the potential of technology in education. It enhances teaching practices, engages students in active learning, and prepares them for the digital future that awaits them.

Lesson Plan using PhET simulation

Subject: Science Topic: Density

Class :V Time:45 mins

TLM: Phet simulation, Ppt

Previous knowledge: Students already know about light and heavy objects and materials in their surroundings.

Learning Objectives: By the end of the lesson, students will be able to;

•  identify the concept of density as the measure of how tightly packed matter is within an object correctly.

•  measure the mass and volume of various objects accurately in a phet interactive simulation page.

• demonstrate curiosity and interest in exploring how density affects the behavior of objects in different situations.

Lesson Introduction:

• Ask students few questions like;

• Why do some objects sink and why do some objects float?

• Discuss their responses briefly and introduce the concept that is density. 

Lesson Development:

• Display a PPT consisting of a brief explanation of density.

• Explain the concept of density.

• Demonstrate how to calculate the mass and volume of different objects and how to find density using the formula that is Density=m/v to the students. 

Activity:

Changing the mass and volume of objects in the PhET simulation and observing the density change.

Divide students into groups of 5.

Activity instructions:

• Use google search engine and type in “PhET Simulation” in the search text box.

• OR, use the link https://phet.colorado.edu/en/simulations/density

• Click on “All sims-PhET simulations

• Select Density

• Click the play button

• Next click on the compare button that is beside the intro.

• Use the sliders or input boxes in the simulation to adjust the mass and volume of the object. For example, increase the mass by dragging the slider or entering a new value.

• Observe how the density value changes as you adjust the mass and volume. Density is calculated as mass divided by volume, so changing either parameter will affect the density.

• Compare the density values for different combinations of mass and volume to see how they impact the density of the object.

• Record your observations and analyze how changes in mass and volume influence the density of the object in the simulation. 

Monitor:

• Observe each student's participation and their progress during the activity. 

• Keep note of their engagement during the activity. 

Follow up:

• Let one member from each group share their findings and observations to the class.

• Encourage them to explain the relationship between mass, volume and density using the examples from the PhET simulation.

• Let them also demonstrate how they changed the mass and volume and how it changed the value of density.

• Instruct other students to observe the change too.

Assessment Format:

Use the format below during the lesson to assess students.

Sl.No	Name of the student	Put a tick for Yes and cross for No.   Yes-4 marks             No- 0 marks				Total Marks
		Can change the mass	Can change the volume	Can measure the density	Can explain the relationship between mass, volume and density.	[12]
1.
2.

Lesson closure:

• Summarize the key takeaways from the activity.

• Encourage students to reflect on how changing mass and volume affects the density and how they can apply this knowledge to real world situations.