Day Nine

10DayChallengev5

 

Leadership for Technology Integration

Building capacity for being an innovative
and connected  leader

“If an artist cannot be stopped from using his or her creativity, neither should those who possess particular gifts for the advancement of science and technology be prevented from using their God-given talents for the service of others.” – Pope Francis

Learning focus

To look at various professional development models that leaders can use and promote for the effective integration of technology in their school communities

Introducing the challenge

As new technologies evolve and increasingly become part of the educational landscape in our Catholic school communities, they afford opportunities for educators to design deeper learning experiences that foster 21st century competencies such as critical thinking, global citizenship and collaboration. In this challenge we look at two commonly known models for supporting technology integration. Both the SAMR and TPACK models provide educators with useful frameworks to reflect and assess how new technologies can be incorporated effectively into classroom and school practices. The success of using these models is enhanced by leadership actions that support ongoing professional development and collaborative learning for educators.

samrThe SAMR model was designed by Dr. Ruben Puentedura and provides a lens for viewing technology integration and digital learning  in the classroom. His model describes a process that occurs when we adopt new digital tools and technologies. Teaching often begins at the substitution and augmentation level where technology is used to enhance traditional tasks until “we understand the affordance of technology and redesign new approaches and uses to transform the learning.” (OSAPAC website)  

tpak

TPACK (Technological Pedagogical and Content Knowledge) is a framework that helps teachers consider how their knowledge domains intersect in order to effectively teach and engage students with technology. It’s an approach that looks at the combination of what teachers know, how they teach and the role of technology to impact student learning. The intersection of these knowledge domains refers to your current level of knowledge (PCK) and understanding to enhance student learning with technology. 

PQP Curriculum Connections
● Use technology to support the instructional program.

The Ontario Catholic Leadership Framework
● Developing Organization to Support Desired Practices
● Improving the Instructional Program

ISTE Standards for Administrators
● Systematic Improvement
● Excellence in Professional Practice

 

Doing the challenge

“Technology will never replace teachers, but technology in the
hands of great teachers
is transformational.”  – George Couros

Exploring Different Models for Guiding and Enhancing Technology Integration 

Explore either the SAMR or TPAK model as possible guides for technology integration. The suggested videos or links below are only starting points for learning about the basic features of each model and you may wish to find other online resources to explore further and share with others. If you are familiar with both of these models then dig deeper into another model used in your board or a model of interest to you (e.g., TIM model).

SAMR Model –  The OSAPAC  website outlines the different stages of SAMR and includes a brief video presentation to describe the model. Further down on the OSAPAC page you can view some of the case studies (video reflections) from Ontario educators on how they use the SAMR model to reflect and re-design deeper learning experiences for their students. This recent article in TeachOntario Talks profiles a school community of educators working collaboratively to integrate technology in new and meaningful ways for their students, using the SAMR model as a guide.

TPACK ModelThis  video and article  provide an introduction to the key components of the model.

Day 9 – Learning Engagement #9: Use the guiding questions below for further reflection in your shared reflection sheet.

  • How might you use SAMR or TPACK to self-assess your own practice? Using that tool, identify one of your next steps for growth as a Catholic school leader?
  • How do these tools align with the Ontario Catholic Leadership Framework and ISTE?

 

Sample Reflections from PQP Candidates

Bright Ideas

“Using the SAMR model for self-assessment, I would put myself at the ‘augmentation’ phase.  At this stage, I am using technology for improvement. When looking at the OCLF, the SAMR and TPACK both relate to the expectation that, “Catholic school leaders retain skilled educators by providing support and time for collaboration, sharing leadership, creating a shared vision and building trusting relationships.”  When providing staff with self-reflection models like these, leaders are promoting a culture of innovation and change. Personally my next steps will to move to the modification stage.  I can see this happening with the way I collect data. I plan to trial some data collection options with EAs, using a program on office 365, to make it an interactive forum where we can gather more information on student learning, from more people, in real time.”  – T. Le Conte, 2017


Beyond the challenge…

beyond-the-challenge

 

 

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