ICT Theories, Models and Frameworks…

Although this table has taken me hours and I still cant work out the whole .html thing… I am very glad that this revision task was set.  Its only now after collating all of the Theories/Models/Frameworks in one place that I really see the value in knowing and investigating such a vast array.  The tasks of completing the table below has given me not only a clearer understanding of them but also a much greater insight into how to best incorporate them into real life situations and teaching necessities.  Especially planning!

 

Theory	Explanation	Application to Assignment 3/Professional Experience
TPACK framework	Technological Pedagogical Content Knowledge Knowledge of Teaching, pedagogical models and methods of instruction Content knowledge, facts, organisations, skills and knowledge of Technology must be used together.	Ties in most of the other models and theories.  Must have an understanding of a range of theories and models to begin to develop a through Technological Content knowledge.
Backwards design	Learning and teaching goals are set and then the most appropriate models and methods of instruction and other teaching strategies are chosen to support these ultimate goals.  Specific lesson plans then follow.	Will assist greatly as my school participated in C2C so assessment tasks have already been set.  Therefore these can be used as starting points for backwards design.
SAMR Model	Substitution – A block is a block Augmentation – Substitute with an increase in functionality Modification – Transforms learning Redefinitions – Create new tasks	Evaluating ICT usage in planning for experiences and activities.
000The 5Es	Instructional Model;  Engage, Explore, Explain, Elaborate, and Evaluate	Specifically outlined in the school charter and discussed with my Mentor Teacher. Will include into planning specifically for Science planning.
WALT & WILF	WALT stands for “We are learning to…” WILF stands for “What am I looking for…?” and TIB stands for “This is because…”	Mentor Teacher reinforced the importance of WALT, WILF and TIB, used throughout C2C and in her planning.
Connectivism	Connectivism is a learning theory for the digital age.  The process of establishing and maintaining digital connections for learning.
Bloom’s taxonomy	A structured questioning model. The six levels are; Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation.	Explicit teaching and Blooms can work hand in hand.  Explicit teaching is a strategy specifically adopted by my School.
Postman’s 5 things	For every advantage a technology poses there is a corresponding disadvantage. Advantages and disadvantages are never equal amongst users.  i.e. Differentiation. Technology can sometimes be limited by the person using it. Technological change is ecological in that it effects everything in our way of life. Our belief in technology can sometimes become ‘god like’	Once an understanding of the students knowledge and skills with technology is ascertained new ideas for applications and misconceptions may be challenged.
Toolbelt theory/TEST framework	The Toolbelt theory is essentially a collection of resources available to us that we utilise to make our life easier and knowing which resource to choose for which task. The TESTframework is basically… What is the Task? Environment? Skills required/possessed? Tools Available?	Specifically linked to lesson planning.
CLEM Model	Community – Who uses this ICT? Literature – what does the academic literature state? Examples – what examples exist/are available and are they good/bad? Model – What makes this ICT specific, what are some common technical problems?	Best used when introduced to new technologies on Prac to gain a greater understanding.