TPACK LESSON PLANING Teacher Training Presented by: Fuad SHAJRAWI Miral BASSAID To: Dr. Ruba BATAYNEH Mai 2015

Introduction Most of us indisputably agree that it is necessary to teach languages in contexts where technology is part of the teaching/learning process. Indeed, a successful design and implantation of the learning activities necessitates using a TPACK model which basically aims at involving teachers as well as learners in a meaningful and effective way that calls for the integration of technology by all means.

Lets watch this video to refresh our memories about Tpack

Five Steps to Lesson Planning using TPAK Choosing the learning goals: Planning must begin with appropriately selected learning goals for students. 2. Making pedagogical decisions: Once you determine learning goals, Consider a series of *eight practical pedagogical decisions (listed below) that will determine the specific parameters of the learning experience you are planning.

3. Select activity types to combine Once teachers select the standards-based learning goals and delineate the *eight pedagogical parameters for a lesson, project, or unit, they can then determine the nature of the specific activities that will comprise the learning experience. 4. Select assessment strategies After determining the activity types to combine, select appropriate assessment strategies to gauge student progress in achieving the targeted learning goals.

5. Select tools/ resources: Choosing only from the educational technologies recommended for each of the selected learning activities types supports teachers’ technology integration efforts without shifting their focus away from students’ curriculum-based learning needs and preferences.

Technology….What is it? What technologies exists ? In order to follow the TPACK model, any teacher should imperatively have a crystal clear idea about: What technologies exists ? Are all of them good? How have these tools changed the English language learning?

Technology Is about WOW Work Most of us are working at full capacity, and keeping up with technology can feel like one more chore on the to-do list. Still, learning your way around a few of the best technological and Web tools is worth your time. Innovative teachers are frequently using intuitive programs and websites that are easy to learn. These web tool can save you a lot of daily hassles that you might not even realize you have been tolerating.

Internet: Sharing and Collaborating The Internet is part of the information technology industry. It was invented to foster communication. Teachers have long had the option of creating a website or providing lists of online resources, but all of this has become much simpler in the past few years. No need to learn any coding. And students have it even easier. The plethora of free document programs means that they can start an assignment — even a group project — at school and continue it at home or the local library. No doubt they will still find excuses not to finish their homework. They don’t know how good they have it.

The picture below show how we can use the Web to offer a wide range of activities through technology

SAMR Learning Model SAMR model as a blueprint scaffolding the Teacher’s technology integration into education. It is a framework through which you can assess and evaluate the technology you use in your classroom. This framework is made up of 4 levels:

1. Substitution In a substitution level, teachers or students are only using new technology tools to replace old ones, for instance, using Google Docs to replace Microsoft Word. In such a case, the task is the same but the tools are different.

2. Augmentation Though it is a different level, but we are still in the substitution mentality but this time with added functionalities. Again using the example of Google docs, instead of only writing a document and having to manually save it and share it with others, Google Docs provides extra services like auto saving, auto syncing, and auto sharing in the cloud

3. Modification This is the level where technology is being used more effectively not to do the same task using different tools but to redesign new parts of the task and transform students learning. An example of this is using the commenting service in Google Docs, for instance, to collaborate and share feedback on a given task.

4. Redefinition If you are to place this level in Blooms revised taxonomy pyramid, it would probably correspond to synthesis and evaluation as being the highest order thinking skills.  Redefinition means that students use technology to create imperceptibly new tasks. As is shown in the previous video an example of redefinition is "when students connect to a classroom across the world where they would each write a narrative of the same historical event using the chat and comment section to discuss the differences, and they  use the voice comments to discuss the differences they noticed and then embed this in the class website".

Conclusion

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