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Instructional Technology Best Practices are at the core of the work of NJSD Instructional Technology Coaches, Instructional Library Technology Specialists, Technology Mentors, and Instructional Technology Teams.
Instructional Technology Best Practices are at the core of the work of NJSD Instructional Technology Coaches, Instructional Library Technology Specialists, Technology Mentors, and Instructional Technology Teams.
The goal of the NJSD instructional technology best practices is to use modern tools and teaching methods to create engaging learning experiences that lead to student achievement. Through training and an ever-deepening understanding of the following frameworks, educational staff will implement instructional technology best practices to thoughtfully combine student devices with learning objectives.
NJSD Instructional Best Practices include these frameworks:
Blended Learning
Blended Learning
Blended learning is not the same as technology-rich instruction. It goes beyond one-to-one computers and high-tech gadgets. Blended learning involves leveraging the Internet to afford each student a more personalized learning experience, including increased student control over the time, place, path, and/or pace of learning.
The definition of blended learning is a formal education program in which a student learns:
- at least in part through online learning, with some element of student control over time, place, path, and/or pace;
- at least in part in a supervised brick-and-mortar location away from home;
- and the modalities along each student’s learning path within a course or subject are connected to provide an integrated learning experience.
The majority of blended-learning programs resemble one of four models: Rotation, Flex, A La Carte, and Enriched Virtual. The Rotation model includes four sub-models: Station Rotation, Lab Rotation, Flipped Classroom, and Individual Rotation. This taxonomy will evolve as the practice of blended-learning matures. Definitions of the models and sub-models here.
TPACK
TPACK
Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge.
- Content Knowledge (CK) – Teachers’ knowledge about the subject matter to be learned or taught.
- Pedagogical Knowledge (PK) – Teachers’ deep knowledge about the processes and practices or methods of teaching and learning.
- Technology Knowledge (TK) – Knowledge about certain ways of thinking about, and working with technology, tools and resources, and working with technology can apply to all technology tools and resources. This includes understanding information technology broadly enough to apply it productively at work and in everyday life, being able to recognize when information technology can assist or impede the achievement of a goal, and being able continually adapt to changes in information technology.
The TPACK approach goes beyond seeing these three knowledge bases in isolation. The TPACK framework goes further by emphasizing the kinds of knowledge that lie at the intersections between three primary forms: Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK).
SAMR
SAMR
SAMR is an acronym that stands for Substitution, Augmentation, Modification, and Redefinition. As instructors integrate technology tools into instruction, the model can be used to determine whether the technology application is enhancing or transforming the learning. The model, created by Dr. Ruben Puentedura, has four levels that explain the increasing impact of the integration from substituting another traditional learning method (such as writing with pen and paper) to creating a completely new learning style (such as students complete and present a team project using global videoconferencing and a virtual classroom).
The purpose of the SAMR Model is to assist instructors with determining the level of technology integration in the learning environment. The instructor must first decide to incorporate technology into the planned curriculum, and then determine if the technology is enhancing or transforming the learning. The goal is to introduce technology tools that redefine the learning space, which is ultimately accomplished by replacing traditional teaching methods with alternate learning environments.
4C's
4C's
The Four Cs of 21st century learning, also known as the Four Cs or 4C's, are four skills that have been identified by the United States-based Partnership for 21st Century Skills (P21) as the most important skills required for 21st century education: critical thinking, communication, collaboration, and creativity.
These 21st century skills have been identified and supported by national educational and political leaders in the United States, including President Obama. In January 2016 members of the US House of Representatives created a bipartisan Congressional 21st Century Skills Caucus. The 4C's have been adopted and implemented into the curricula of schools, school districts, and professional development programs.
The NJSD instructional technology team has adopted a set of 4C's Guiding Questions to help our the members of the Instructional Teams, Building Administrators, and general educational staff reflect and create engaging lessons using modern tools and methods in line with the most important skills required for 21st century education.
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