Technology and Pedagogy

Researchers such as Robert Marzano, John Hattie, Rick Stiggins, Richard Elmore, and others have shown that pedagogical strategies such as student reflection, activation of background knowledge, effective teacher feedback, and tasks linked to performance outcomes yield high levels of student achievement. Technology use has the potential to link much of what we know about good classroom teaching with the outcomes we desire from students, such as critical and creative thinking, collaboration, and academic content knowledge. Finally, the deft use of technology in the process of teaching and learning may eventually allow us to individualize education in a way like no other tool.

Frameworks such as TPACK and SAMR help to guide our use of technology in an instructional context. The first two graphics below illustrate these frameworks, making connections to what we know about sound pedagogy and student learning. Three additional graphics have been provided: the first to guide your decision making about whether to use technology in your instruction, the second to add specificity to the concept of digital literacy, and the third to help you navigate the landscape of EdTech terminology.

Reproduced by permission of the publisher, © 2012 by tpack.org

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Reproduced by permission of the publisher, © 2012 by tpack.org

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Wassel, Ed.D., E. (2014). Webb's Depth of Knowledge and Web 2.0. Retrieved October 3, 2014, from http://wassel.wikispaces.com/2014 STEP Increasing Literacy with Technology Tools


The Pedagogy Wheel v.4.1


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Reproduced by permission of the publisher, Allen Carrington, Creative Commons Attribution 3.0 Unported License








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Reproduced by permission of the publisher, Suzanne West, Creative Commons Attribution 3.0 Unported License
ETech Buzzwords

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Reproduced with permission by the publisher, © 2012 by Jessica Owen