Course 3: Technology-Enriched Teaching

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!