[MUSIC] Welcome back to Teach English Now. And the final video in this course. [NOISE] I don't know if you can tell, but we had an absolutely amazing time creating this course about combining education and technology. We also hope that you have enjoyed your time with us in this course, and that you have new ideas about how to integrate technology into your teaching. In this video, we'll summarize the various ideas that we talked about in modules one through five. Make sure that you pay close attention to the important ideas. And if you don't quite understand something, please go back to that module and review the video or material again. Don't forget to take notes, so you can look back over them if you forget something. >> Good reminder Shane, so in module one, you were introduced to our newbie teacher, who is opposed to using technology in the classroom. But was convinced by the great and wise Morphologist to learn more about integrating technology into his teaching. We discussed why teachers, just like our newbie, might not use technology in their lessons. Some of those reasons were because technology might not be readily available to them, or because teachers might see technology as a inefficient waste of time. For other reasons and advice on how you can combat these issues, go back and review your notes. We finished up the first module with three pieces of advice for our teaching with technology. Shane, do you remember them? >> Yeah, you bet I do. The first piece of advice we gave you was that curriculum and technology must be aligned. The second was to control technology, or it will control you. And the last one was balance happens when you are outcomes-driven. >> Nice job, Shane. >> Thank you. Then in module two, we introduce the idea of using technology as a teaching assistant to assist in making your job easier. More specifically, we discussed using learning management systems, or LMS's, to help you store, share, brainstorm, and communicate information all in one place. We also at some hesitations teachers have when using LMSs that can be frustrating and deter them from using an LMS. To help you decide whether or not an LMS would benefit and your teaching, we asked four key questions. You think I can do it? >> I think you can, Shane. >> All right. >> [LAUGH] >> Feel free to go back and review the videos in module two if you need to look at those questions one more time. >> Speaking of videos, in our next video, in module two, the Morphologist introduced the newbie to nine major categories of technology. >> And that's a lot. >> That is a lot. And remember that in an ever changing world of technology, these categories might change and shift in the future as new technology emerges. And in our last video in module two, we discussed how to incorporate each category of technology into six events of instructions. If you need to see the nine major categories of technology, and or six events of instruction again. Go back and review the videos in module two. Next, in module three, we introduced different types of learners that you will encounter in your classroom and how to engage digital natives and non-natives. In the first video, we saw the difficulties that newbie had with three different types of learners in trying to incorporate technology successfully into his lesson. Luckily, Try was there to help Newbie out after he had such a frustrating experience with his class. >> Yes, Shane, I don't know what our poor Newbie would have done without Try. She helped our Newbie by demonstrating some practical ways to engage digital natives and non-natives. >> She sure did. After that, we examined specific ways to engage the learners by tailoring support to their unique needs depending on their learning styles. >> And then in module four, we presented two very important concepts for teachers to consider while integrating technology into their own classrooms. The first concept is called TPAC. Which stands for Technological Pedagogical Content Knowledge. >> Technological Pedagogical Content Knowledge, wow. >> [LAUGH] >> And the second concept we discussed is called SAMR, or Substitution Augmentation Modification and Redefinition. >> My goodness. So remember that TPCK is essentially the combination of several types of knowledge or understanding about content, teaching, and technology, all coming together to form that sweet spot where all three types of knowledge overlap. If you recall, these types of knowledge are content knowledge, which is knowing what to teach. >> Pedagogical knowledge, which involves knowing how to teach. >> And finally, we have technological knowledge, which refers to a teachers understanding of technology and how it can be applied to specific situations. Remember that combining these different types of knowledge creates other types of knowledge for us to consider. If you would like to review the concepts related to TPCK in more depth, please go back and watch video two in this module again. >> And that brings us to the other important concept that we presented in module four, the SAMR module, which is designed to examine how integrating technology changes a learning task and hopefully improves the learning experience. Remember, that we can compare the stages of SAMR to the rungs on a ladder. With modification and redefinition on the top. And substitution and augmentation on the bottom. >> Exactly. Now, overall, remember that the bottom rungs of our ladder, substitution and augmentation, enhance learning. While the stages at the top of our ladder, modification and redefinition fundamentally change learning, or as we like to say it, transform it. As a teacher, your goal should be to transform learning tasks through technology, rather than simply enhancing them, but you should always keep your learning objectives in mind as you consider which stage best helps you to accomplish those objectives. Finally, we wrapped up module four by looking at the relationship between the SAMR model, and Bloom's taxonomy. And how many experts connect the lower order thinking skills, such as recalling and understanding to substitution and augmentation. And the higher order thinking skills of analyzing, evaluating, and creating, to modification and redefinition. >> And finally, in module five, we came to the end of our Newbie teacher's journey and struggle with technology throughout this course. In this module, we met Vendor Smith, who tried to convince the Newbie that he needed a multitude of different forms of technology. Our poor Newbie teacher was so overwhelmed with all of the choices. But thankfully, our helpful Morphologist helped again to set him straight. We know that this can happen frequently to educators, so in order to help you navigate through the vast sea of educational technology products, we provided four bits of advice to help you choose what is best for you and your teaching needs. >> You going to ask me to review those four bits? >> Yeah, probably. >> All right, I'll do it. >> Yeah. >> Let's see, okay. First, we reminded to remember your objectives when choosing technology. Second, always remember SAMR. SAMR stands for substitution, augmentation, modification, and you got it, redefinition, which provides us with four suggestions to help incorporate technology into our classes. The third bit of advice we gave you was to find and become friends with early adopters, people who love to experiment with technology and like to implement new ideas in the classroom. >> Yes, Shane, that's a great idea. Just like Justin helped me when we first started teaching together. And honestly, I've learned so much from him. And Shane, do you remember that fourth topic that we were talking about? >> Why don't you remind me? >> All right, so our last topic that we wanted to advise you about was to always be curious and keep your mind open to new concepts and ideas. >> That was it, all right. >> [LAUGH] >> At the end of module five, we offered some final concepts in relation to instructional design. Which was actually the topic of this entire course, if you think about it. Remember that we'd like you to learn how to design lesson plans with technology in mind. And as such, gave you an insight into some of the instructional design principles we have used in this course. >> We strove and to read defined online learning by creating engaging videos and well crafted messages >> In doing this, we followed some basic multimedia principles set forth by Richard Meyer. Richard Meyer's first principle that we implemented was the multimedia principle, which states that people learn far better from words and pictures, than from words alone. And honestly, I can say that I learned so much better that way. Shane, how about you? >> I do too, yeah. Then we mentioned the personalization principle, which states that people learn better in online settings when you talk with them, not at them, and create a warm, inviting structure. You might have noticed that throughout these courses, we strove to talk to and with you. >> Exactly. And then the third concept that we discussed was the interactive principle. Which states that people learn better when they have more control over the phase of presentation. Rather than receiving all the information in one big lump. You may have noticed that course is pretty self-paced, and although you have deadlines, they are merely suggested deadlines built to keep you on track if you have the time. But you can take a break at any time, or even switch to a new class if you need to. The fourth and final concept was the principal of pre-teaching, which states that people learn more effectively when they receive pre-training, rather than being thrown directly into the training. So, our fun videos with actors, costumes, and stories were done in an effort to pre-train you, our learners. >> Yeah, Jessica, there was a method in our madness. And with creativity, I think you'll agree that these four principles can be used both with online teaching and in the physical classroom. Above all, remember that no matter where you're teaching, or what you're teaching, technology can inspire you and lead you to create things you never dreamed possible. >> That's right, Shane. Well, I'm sad to say that we're almost finished with yet another course. I hope that you're ready for the test, and at this point, I'm sure you are. Just a reminder though, if you need to, go back and watch the videos, jump on the discussion boards if there's anything that you would like to discuss with your fellow learners. Once you feel like you've learned all of the concepts from this course, go ahead and take your test. >> Good luck, and we'll see you soon. [MUSIC]
