The devices enhance students learning because

The devices enhance students learning because students can receive immediate
feedback with their responses on the interactive whiteboard and the KWL chart.
Students will be able to access their research and projects at home as well. The
classroom blog and newsletter communicates to parents what we are working on and
when parts of the unit are due. The parents can work with students to ensure they are
staying on track. The presentation tools used allow students to collaborate with peers
to receive feedback and share information. As a whole class we will brainstorm
together and also the class will brainstorm in their pairs or small groups. Students will
brainstorm about their understandings of natural disasters and how they have impacted
their community. In the student’s groups or small pairs they will be responsible for
assigning portions of the assignment to one another. This way they are each
responsible for a piece of the presentation. Another way for organization is to assign
each group with a role. This way someone can be the leader, someone can find where
to do the best research, and someone can get information for their presentation.
Students can use their KWL chart to organize their thinking as they research the
natural disaster or their choice. The NETS standards that align with this section:
o The NETS standards that align with this section:
3. Technology Productivity Tools
Students:
a. use technology tools to enhance learning, increase productivity, and promote creativity.
b. use productivity tools to collaborate in constructing technology-enhanced models, preparing
publications, and producing other creative works.
4. Technology Communications Tools
Students:
a. use telecommunications to collaborate, publish, and interact with peers, experts, and other
audiences.
b. use a variety of media and formats to communicate information and ideas effectively to
multiple
audiences.
5. Technology Research Tools
Students:
a. use technology to locate, evaluate, and collect information from a variety of sources.
b. use technology tools to process data and report results.
c. evaluate and select new information resources and technological innovations based on the
appropriateness to specific tasks.
Technological Pedagogical and Content Knowledge (TPACK) is a concept that intersects a
teachers pedagogical content knowledge, technology knowledge, and its integration with content
related pedagogy (Puckett, 2013). TPACK is the transformation that occurs when the three areas

Technological Pedagogical Content Knowledge (TPACK)
of teaching, content, pedagogy, and technology knowledge are combined (Puckett, 2013).
TPACK is the whole and the sum of all its parts are PCK, TCK, and TPK, and in this concept the
whole is greater.
Integrate TPACK for Differentiation
Teachers must differentiate assessments to help guide instruction of many mixed abilities
students of class. Differentiated assessment uses a wide variety of ways for students to
demonstrate their understanding of concepts and mastery of skills. Throughout this lesson all
components of TPACK framework are used. TPACK is the basis of effective teaching with
technology, requiring an understanding of the representation of concepts using technologies;