1. Nearpod Draw Activity: Create an illustration of something you enjoyed this summer. (Icebreaker)
Share results 

2. Learning Targets
Examine methods and resources that support and enable teachers to design and develop, meaningful and purposeful learning experiences that maximize learning for all students.
Relate these approaches to the collaborative planning process and reflect upon the practices that develop the partnership of the Instructional Technology Specialist and teacher
#BestYearEver
Describe success for
VBCPS: Strategic Plan and T&L Framework
Students: As we invite students to become instructional partners with opportunities for personalized learning
Teachers: As ITS role has been redefined we will focus on instructional support as we empower every teacher to empower learning with technology.

3. Nearpod Text Activity: Describe something a successful Instructional Technology Specialist is, does, or says?
Share results
Ask some to share reasoning

4. T.A.R.G.E.T. #bestyearever #BestYearEver Describe success for
VBCPS: Strategic Plan and T&L Framework
Students: As we invite students to become instructional partners with opportunities for personalized learning
Teachers: As ITS role has been redefined we will focus on instructional support as we empower every teacher to empower learning with technology.
#bestyearever

5. Teaching w/ Authentic Rigorous Guided Engaging Technology
T.A.R.G.E.T.
Teaching w/ Authentic Rigorous Guided Engaging Technology

6. Teaching and Learning T.A.R.G.E.T. T is for Teaching and Learning
How is what I am going to do today going to impacting student learning? Karl Havvy, AASL former president
Providing a digitally rich environment with students move from digital consumers to digital producers
Purposeful use of technology as students access content, engage with content, and to creatively show how their learning has been transformed
Promoting success for ALL students as our strategic plan, Charting the Course, charges us to engage students with opportunities to personalize learning
T.A.R.G.E.T.

7. Authentic T.A.R.G.E.T. A id for Authentic Learning
Real learning has ties to the real world… local and global
Skype in the Classroom
Focus on global awareness
T.A.R.G.E.T.

8. Rigorous T.A.R.G.E.T. R is for Rigorous
Teaching and Learning Framework
Providing a digitally rich environment
Purposeful use of technology as students access content, engage with content, and to creatively show how their learning has been transformed
Goal 1 High Expectations/ Strategy 5 Continue to implement effective and innovative teaching practices that maximize rigor and engagement – Continue
to define, develop and implement effective and innovative teaching practices that maximize rigor and meaningful engagement for all students.
T.A.R.G.E.T.

9. Guided T.A.R.G.E.T. Aligned with curriculum Tied to learning outcomes
Personalized by students as instructional partners
Reference Framework and Assessments
PCI
Charting the Course Goals and Strategic Objectives
T.A.R.G.E.T.

10. Engaging T.A.R.G.E.T. Personalized Learning STEM, STEAM, Design
Coding, Minecraft, Social Media
Connected teachers and connected students
T.A.R.G.E.T.

11. Technology
TPACK
SAMR
Technology Integration Continuum
T.A.R.G.E.T.

12. Nearpod Video TPACK Introduction https://www. youtube. com/watch

13. TPACK
Source: ,
The circles demonstrate the relationship between Technological, Pedagogical, and Content Knowledge.
Technological pedagogical content knowledge (TPACK) is a concept or framework that guides educators through the development and revision of technology-enhanced teaching and learning.
It is also a compound knowledge sustained by three bases of knowledge, which are content, pedagogy, and technology. TPACK is an adaptable approach to seamlessly integrate technology in the classroom environment.
Thus, it is a model “to describe how teachers’ understanding of technologies and pedagogical content knowledge interact with one another to produce effective teaching with technology.” (Koehler and Mishra. 2008:12) The complexity of developing and applying TPACK will put a greater emphasis on teachers becoming "curriculum designers." (Koehler and Mishra. 2008:3)
It is important to note that these three knowledge areas also affect each other.
For instance, having a strong pedagogical knowledge will often lead teachers to examine how technology can be used to assist student learning and thus expand their Technological Knowledge.
Similarly, a teacher with a strong technological background may use technology to explore and expand their knowledge of content.
Content knowledge: What is your knowledge surrounding the subject matter?
What is the content and how does it look for your level of learner?
What concepts are within and relate to what you are teaching/designing?
What is tested and what is taught? (It’s the “what”.)
How are students accessing the content?
Pedagogical knowledge: How will your students come to understand the content?
How do your students learn best?
What are your learner needs?
What pedagogical strategy/script(design) is the best fit?
What high impact processes and procedures are being utilized to maximize learning the content?
How are students engaging with the content? (It is the “HOW”)
Technological knowledge: What tool(s) will you select to support your learning?
What resources do you have access to?
Does the technology support your pedagogical strategy? How does it support?
What affordances does tool(s) provide?
How are students using technology to show how their learning has been transformed?
Take a look at the TPACK graphic it shows all three concepts represented in circles of equal size. Does this send the right message?
Walk/Talk About Question:
During collaboration, teachers mention they heard about a fun tool they want to use to engage students. How could the TPACK framework assist?

14. Nearpod TPACK Poll Question: Do you agree that all circles on this framework should be the same size? Which one do you think should be larger than the others? A. Content B. Technology C. Pedagogy D. All the Same Size
Some have said that this model would be more accurate if the most important type of knowledge was larger than the others.
Show poll results
Discuss and debate

15. TPACK It’s important to look at this framework in context.
Force Field Analysis is a technique for examining the forces that may be influencing a problem or the implementation of a proposed change. The forces in the “force field” may be either preventing you from making the desired change, or they may be pushing you toward the desired change.  If the forces are preventing you, they are called “restrainers,” and if they are pushing you forward, they are called “drivers.”
Nearpod text input question:
What are some of the drivers or restrainers that influence the success of reaching the sweet spot in the center of the TPACK framework?

16. What can we do to get there?
Nearpod Text Question What are some of the drivers or restrainers that influence the success of reaching the sweet spot in the center of the TPACK framework?

17.
The diagram illustrates some of the variables, which help and shape an educators Technological, Pedagogical, and Content Knowledge.
For instance, a teacher's prior experiences in teaching a certain subject would impact the teaching approaches and methods that they adopt in the classroom as well as shape the teachers understanding of the subject content presented to students.
The teacher’s past experiences with technology also would contribute to their Technological Knowledge and ability to integrate technology in their lessons. The outside ring on the diagram represents some of the variables which contribute to and impact all areas of (TPACK).

18. Nearpod Video Introduction to the SAMR Model https://www. youtube

19. The SAMR model of tech integration, developed by Dr. Ruben R
The SAMR model of tech integration, developed by Dr. Ruben R. Puentedura, Ph.D.
This model is extremely useful help teachers leverage the power of technology because it’s simple, easy to gauge, and something to strive for.
Learning activities in the substitution and augmentation phase use technology to accomplish traditional tasks and enhance learning.
These stages are necessary and should not be skipped. (Think about the Ferris wheel analogy in the video)
These lessons enhance learning, but the learning gain for students is the same with or without the technology.  
At the modification and redefinition levels, technology is used to transform learning. and embrace opportunities that are not possible without technology.
‘Teaching Above the Line’ is something to strive for but there are many contributing factors as with TPACK.

20. Questions to self assess our tasks through SAMR
Great for coaching!

21. Let’s see how this target looks with the SAMR model.
Students are exploring maps and atlases to better understand connections between geography and economy in Ancient Egypt.
In the past, students looked at the map in the atlas in the back of the text book.
Here, Google Earth is being utilized to reach this learning target.

22. Scenario question coming up references this KWHLAQ chart.
KWL for the 21st Century!
Personalizes inquiry based research
VTR Harvard School of Education:

23. Nearpod Draw Question Draw a line from the SAMR level to the matching task
Research Scenario
Jigsaw activity, Copy and paste from Worldbook online or Pebble Go, with small group share findings
With a graphic organizer provided by teacher, use Google to research and take notes, create a Telagami to share facts
Student creates KWLHAQ organizer to plan and execute for PBL task, uses refined search techniques on web and databases, thinks critically about reliability of sources, creates a Keynote to report findings and shares this as an oral report with the class.
Student creates KWLHAQ organizer to plan and execute for PBL task, uses refined search techniques on web and databases, thinks critically about reliability of sources, Skypes with an expert as a primary source for further research, reports findings with personal choice of tools, and shares this during class, in Edmodo, and on student blog

24. S creates KWLHAQ organizer to plan and execute for PBL task, uses refined search techniques on web and databases, thinks critically about reliability of sources, creates a Keynote to report findings and shares this as an oral report with the class.
With a graphic organizer provided by teacher, S uses Google to research and take notes, creates w/Telagami to share findings
S creates digital KWLHAQ organizer to plan and execute for PBL task, uses refined search techniques on web and databases, Skypes with an expert as a primary source for further research, reports findings with personal choice of tools, and shares this during class, in Edmodo, and on student blog
Jigsaw activity, takes notes on paper from World Book Online or Pebble Go, shares findings orally with small group

25. Nearpod Poll Question Should every digital activity that students experience be at the “Redefinition” level? Yes No
Share and discuss results of poll
Think of Bloom’s Taxonomy, each level is important and has its place in learning. But, whenever possible, we also weave in higher order thinking skills.
Should teachers feel that they are not using technology effectively if they are not at the Modification or Redefinition level?
What looking for is for teachers to use all four levels in their teaching and not to feel guilty if every lesson isn’t redefined by the use of technology.
At the same time, believing that we should be making every effort to utilize purposeful technology into our teaching and the learning experience that we provide of our students.

26. Redefinition Author Matt Miller’s Message:
We’ve made huge investments, let’s have conversations about how to best use this new technology to maximize learning
At first thought, Redefinition is the holy grail to be reached in 10/10 lessons.
At second thought, its not like a ladder, but as self assessment to guide usage.
Gauge: “Am I using the tech beyond just engaging? Am I really impacting teaching and learning?
Self assess our tasks through SAMR

27. Talking SAMR w/ Matt Miller
Matt Miller Streamed live on Apr 28, 2015
(Total: 28 minutes)
Play about the first 4 minutes (drag status bar back to beginning instead of playing from where it starts.

28. Nearpod Active link to website http://ditchthattextbook
Explore
10 Ways to Reach SAMRs Redefinition Level

29. Technology Integration Continuum (copied f/b)
Updated examples
Purpose for creation
To visualize the changes we need to see
To assist every teacher with a roadmap to success for teaching and learning with effective technology
Purpose for usage
Self assessment
Goal setting
ITS needs analysis
Not evaluation tool

30. Nearpod Poll Question: Estimate the percentage range of teachers at your school from last year who would be considered a model for EMPOWERED teaching and learning with technology?
Share and discuss results
Is this OK? Is this enough?

31. Nearpod Text Question: How do you think these teachers have cultivated such digitally rich learning environments for their students?
Share results
Call on a few to explain reasoning

32. Some ed tech people believe it’s time to stop thinking about teaching with technology and focus on learning-
Bottom line, purposeful use of technology is tied to learning targets

33. “In a world where the only thing certain is that things change and where the future of the job market can no longer be mapped for fifty years as was once the case before the technological revolution. It is almost impossible now to predict what the job market will look like five years from now let alone ten or twenty years down the line.”
These core skills are believed to be essential and need to be woven into every learning experience we provide for our students.
“2st Century Skills is now Globally Competitive Skills”
The 6 Cs of Education for the 21st Century

34. Skills for every student, for every class, woven across the curriculum
Learner focused (student centered)
Voice and Choice= main components of personalized learning

35. The more you push past your comfort zone, the more think you can
The more you push past your comfort zone, the more think you can. Build on success! How can we make this the #bestyearever for student learning?
EdTekTalk: “Teachers are playing a critical role in reinventing learning for the digital age. Guiding students through a rapidly changing world requires an unprecedented level of adaptability and innovation. Have you ventured far enough outside the box?
By a show of hand (or fist) show what your mindset has been when it comes to technology integration? What about this year????

36. How can we give support for Sheldon?
How can we cultivate a culture of risk taking and support in our schools?
Admin, Coaches, Peers

37. learn, unlearn, and relearn. ”
“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot
learn, unlearn, and relearn. ”
~Alvin Toffler
Alvin Toffler (futurist): “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn. ”
Information overload (also known as infobesity or infoxication)
Technology changes everything! How do we ask veteran teachers to “unlearn” what they have learned was exemplary teaching and relearn new strategies and pedogogical processes?

38. Closing message
We are charged with creating a strong learning culture that results in continuous improvement.
These 3 tools are available to help teachers unlearn and relearn… not because they are bad teachers, but because we all believe is getting better every year.
TPACK, SAMR, and our Technology Integration Continuum are tools to help visualize and facilitate that change and set us on a successful course for the #bestyearever with technology.
They will enable teachers to design, develop, meaningful and purposeful learning experiences that maximize learning for all students.

39. Walk and Talk About
Choose a marker and find your team with the same color
Visit each poster and scan QR code for discussion prompt
Remember: No hogs, no logs!

40. Exit ticket

41. Teaching w/ Authentic Rigorous Guided Engaging Technology
T.A.R.G.E.T.
Teaching w/ Authentic Rigorous Guided Engaging Technology

42. Resources
larmer#.Ul8Optn9yAo.google_plusone_share What is Authentic Learning?
TPACK (2min)
TPACK info
Koehler, M. J., & Mishra, P. (2009). What is technological pedagogical content knowledge?
Push my Thinking SAMR or TPACK
Intro to SAMR
10 ways to reach SAMR’s redefinition level
Rethinking SAMR info
SAMR Ladder?
Putting activities through SAMR
The 6 Cs of Education for the 21st Century