3.1 Where in Tech are We?
There
is the SAMR model which allows the
teacher to simply do any or a combination of the following (i) allowing a
learner to print out his/her worksheet (Substitution) (ii) learner are allowed
to take question answers for example using Google doc in place of pen and paper
(Augmentation); (iii) subject students to open writing of some essay with a
given theme in which it is recorded and may be presented in an audience such as
parents (Modification) or (iv) I would take a class to create a video
documentary responding to some class assignments after contacting some various
outside sources (Redefinition).
Another
model during this course is the TPACK model which consists of seven (7)
different knowledge areas the CK, PK, TK, PCK, TCK, TPK and TPCK. However, the
best approach to use is the use of a combination of TPACK.
3.2 A Day at the Office
In
my teaching and learning I use the following office programmes because of the
importance attached to them in my subjects (physics and mathematics).
Office
programme
|
Special
comments
|
Microsoft
Word document
|
The
word document processor is infact the programme I use on daily basis or even
hourly basis because I find it as one of the simplest, the fastest and user
friendly programme.
|
Microsoft
XL
|
I
normally use it when tallying, plotting graphs like the bar chart, histogram,
pie chart and make some automations in summations and setting an equations.
|
Microsoft
PPT
|
The
power point is a presentation that involves giving precise idea about the
content structure and it gives the main bullets of the topic.
|
3.3 Locate, Evaluate, Curate
Under
this section, I will consider some basic specifications of an effective
website. e.g it should be (i) Fresh and
original content that delivers what people are looking for. This will keep
people super glued to such a website for more; (ii) able to target the audience
from the first click to determine what the website is
offering them and how they will benefit from the website; (iii) easy to
navigate through the pages;
3.4 Apps and Software for Teaching
It
is the approach of teaching/learning we discover and we understand better the
way we teach. In this lesson, it is outlined that educational softwares in
teaching and learning is many things: (i) It is the process by which we learn;
(ii) that it (educational softwares) is among the instrument we use to deliver
instruction in classrooms; (iii) Technology is the instrument learners would
want to use to stretch, improve, and transform their learning; (iv) It is in
itself the instrument we would want to use to increase our efficiency as
learners, instructors, and administrators; (v) that It is the processes we
participate in to create learning conditions.
3.5 First Assignment
In
this section I identified a section in my subject area in which I found it
troublesome to students and I used virtual lab, Microsoft mathematics and Microsoft
visio to (i) enable the students be given freedom to do experiments at their
own (ii) be able to permits learners solve mathematics and science problems (iii)
make diagrams easily for any topic.
3.6 Rest ASSUREd
The
ASSURE model is a recent model of 1970’s, it is a systematic approach to design
lessons that effectively enhances the use of Tech and media in the
teaching/learning process. It involves (i) the process of analyzing learners
and identifying their characteristics directly associated with their learning
outcomes, the data so obtained shall guide the teacher in whatever decisions
s/he will make (ii) ensuring that objectives are observable and measurable in
accordance with the simple ABCDs of well-stated learning objectives.
3.7 Lesson Design
In
lesson designing, it is imperative to recall that it's not all about the
technology and media only, it's about the learners and the vital decisions
designers and instructors make to ensure successful teaching/learning process. With
the ASSURE Model in lesson designing; there is (i) a detailed information about
learners, methods, media and materials, and evaluation are required; (ii) a
direct relationship between students to analyze them properly; (iii)a high
level of creativity needed in doing appropriate selections; (iv) a room for
revision of the procedure and appropriate adjustments may be made after the
lesson.
3.8 Plan Participation
Here,
the lesson we design should have different activities that require learners to
interact with themselves and the instructional materials/media and practice
skills relevant in achieving the set learning objectives. Such series of
activities should be that which requires the learners to think critically to
ensure active learning to occur! Therefore, all the activities designed should
be able to provide ways for the learners to practice the new concept/knowledge/skills
and be able in return to receive feedback on the efforts they’ve made before
any assessment can be done.
3.9 Lesson Peer Review
In
this peer review, I was paired with Twaha Ssemwogerere. Twaha had a topical
issue on Mechanism of Enzyme Action on the main unit of Nutrition and through
his lesson design I was able to learn that: (i) he has a big class of 100
students and decided to divide the class in to 10 groups for the lesson to be
effective (ii) in his class of on mechanism of enzymes action, that each enzyme
works only on one type of substrate or so.
Ciao!
