Course 3: Technology-Enriched Teaching

3.1

Where in Tech are We?

There is the SAMR model which allows the teacher to simply do any or a combination of the
following (i) allowing a learner to print out his/her worksheet (Substitution) (ii) learner are
allowed to take question answers for example using Google doc in place of pen and paper
(Augmentation); (iii) subject students to open writing of some essay with a given theme in
which it is recorded and may be presented in an audience such as parents (Modification) or
(iv) I would take a class to create a video documentary responding to some class
assignments after contacting some various outside sources (Redefinition).
Another model during this course is the TPACK model which consists of seven (7) different
knowledge areas the CK, PK, TK, PCK, TCK, TPK and TPCK. However, the best approach to
use is the use of a combination of TPACK.
3.2

A Day at the Office

In my teaching and learning I use the following office programmes because of the
importance attached to them in my subjects (physics and mathematics).
Office programme
Microsoft
Word
document
Microsoft XL
Microsoft PPT
3.3

Special comments
The word document processor is infact the programme I use on daily
basis or even hourly basis because I find it as one of the simplest, the
fastest and user friendly programme.
I normally use it when tallying, plotting graphs like the bar chart,
histogram, pie chart and make some automations in summations and
setting an equations.
The power point is a presentation that involves giving precise idea
about the content structure and it gives the main bullets of the topic.

Locate, Evaluate, Curate

Under this section, I will consider some basic specifications of an effective website. e.g it
should be (i) Fresh and original content that delivers what people are looking for. This will
keep people super glued to such a website for more; (ii) able to the target audience from
the first click should be able to determine what the website is offering them and how they
will benefit from the website; (iii) easy to navigate through the pages;
3.4

Apps and Software for Teaching

It is the approach of teaching/learning we discover and we understand better the way we

teach. In this lesson, it is outlined that educational softwares in teaching and learning is
many things: (i) It is the process by which we learn; (ii) that it (educational softwares) is
among the instrument we use to deliver instruction in classrooms; (iii) Technology is the
instrument learners would want to use to stretch, improve, and transform their learning;
(iv) It is in itself the instrument we would want to use to increase our efficiency as learners,
instructors, and administrators; (v) that It is the processes we participate in to create
learning conditions.
3.5

First Assignment

In this section I identified a section in my subject area in which I found it troublesome to

students and I used virtual lab, Microsoft mathematics and Microsoft visio to (i) enable the
students be given freedom to do experiments at their own (ii) be able to permits learners
solve mathematics and science problems (iii) make diagrams easily for any topic.
3.6

Rest ASSUREd

The ASSURE model is a recent model of 1970s, it is a systematic approach to design

lessons that effectively enhances the use of Tech and media in the teaching/learning
process. It involves (i) the process of analyzing learners and identifying their characteristics
directly associated with their learning outcomes, the data so obtained shall guide the
teacher in whatever decisions s/he will make (ii) ensuring that objectives are observable
and measurable in accordance with the simple ABCDs of well-stated learning objectives.
3.7

Lesson Design

In lesson designing, it is imperative to recall that it's not all about the technology and media
only, it's about the learners and the vital decisions designers and instructors make to ensure
successful teaching/learning process. With the ASSURE Model in lesson designing; there is
(i) a detailed information about learners, methods, media and materials, and evaluation are
required; (ii) a direct relationship between students to analyze them properly; (iii)a high
level of creativity needed in doing appropriate selections; (iv) a room for revision of the
procedure and appropriate adjustments may be made after the lesson.
3.8

Plan Participation

Here, the lesson we design should have different activities that require learners to interact
with themselves and the instructional materials/media and practice skills relevant in
achieving the set learning objectives. Such series of activities should be that which requires
the learners to think critically to ensure active learning to occur! Therefore, all the activities
designed should be able to provide ways for the learners to practice the new
concept/knowledge/skills and be able in return to receive feedback on the efforts theyve
made before any assessment can be done.
3.9 Lesson Peer Review
In this peer review, I was paired with Twaha Ssemwogerere. Twaha had a topical issue on
Mechanism of Enzyme Action on the main unit of Nutrition and through his lesson design I
was able to learn that: (i) he has a big class of 100 students and decided to divide the class
in to 10 groups for the lesson to effective (ii) in his class of on mechanism of enzymes
action, that each enzyme works only on one type of substrate or so.
Ciao!