Week 11- Frameworks, Models and Theories

The following table contains various frameworks, models and theories, their purpose and how they could apply to Assignment 3 and Professional experience. 

Theory Purpose Application to Assignment 3/Professional Experience
CLEM Model Help understand how to learn about a new ICT and how to use it to enhance student learning. If there are any new ICTs you need to use it might help your explorations.Hence might be useful as a part of the planning process for Part B.
TPACK framework Help understand how to use technology, pedagogy, and content knowledge together to be effective in teaching. When utilising the technologies available it could help to support and enhance students learning by using a combination of technological, pedagogical and content knowledge.May be useful during the planning process for Part B.
Backwards design Helps guide teachers in developing a lesson or activity by working backwards to develop activities to address the desired learning goal. It could help when planning lessons through following the process of identifying the desired result, determining the evidence needed then planning learning experiences and instructions.
SAMR Model Helps to assess whether the use of the new technology will substitute, augment, modify or redefine the old technology. If using ICTs it might help to assess the value of using the new technology.It could be useful as a part of the planning process for Part B.
TIP Model TIP Technology Integration Planning provides a methodical way to integrate ICTs into teaching, Following the steps in the model’s five phases enables teachers to plan, implement and assess activities to ensure the use of technology will benefit the students learning.It could be useful as a part of the planning process for Part B.
The 5Es Enable students and teachers to be involved in shared activities, build on previous understandings, knowledge and abilities, create meaning, and to evaluate their comprehension. When planning lessons, the 5 E’s approach could be used to design the lessons in a way that enables the students to draw on their prior knowledge and experiences and build on these.
WALT & WILF To help avoid having vague lesson objectives and so students know exactly what they are going to be learning about. In the beginning part of a lesson the students could be asked, “We are learning to…” or “What I am looking for…”.
Connectivism To learn through social networking of various connections made possible through technology. When planning a lesson, connectivism could be used to help students learn through social networking.
Bloom’s taxonomy Help foster higher order thinking  It could be useful to use in planning lessons to help promote the students to use higher order thinking.
Postman’s 5 things Help give a beneficial way to think about technological change. It might help to identify technological change that you have not seen before.This may be useful in the planning process for Part B.
Toolbelt theory/TEST framework Help determine whether an ICT will be relevant or useful in the context of the topic to be taught, and ultimately whether it should be selected. When planning a lesson, Toolbelt theory could be helpful in choosing an ICT, and determining whether it would be suitable.
PKM Help you manage and enhance learning through gathering, classifying, storing, searching, retrieving and sharing knowledge. It might help in gaining a greater awareness of how ICTs can be integrated into teaching
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