SuperSpeaks

For the first time, the creators of the SAMR, TPACK, and the Triple E technology integration frameworks met to discuss their widely adopted models and how they fit in the age of generative AI. They are joined by the creators of two emerging frameworks, SETI and Gen AI-U. In this series, we explore all five models, their differences, and where each best fits. Part one unpacks what these frameworks enable educators and school leaders to do. Together, the panel reveals why small and big thinking is required to teach effectively with Gen AI.

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Related Resources: The GenAI-U Framework | The SETI Framework| SAMR | TPACK | Triple-E | 21st century learning design – Training | Microsoft Learn | Hacking Gen AI in Education

Dr. Punya Mishra (punyamishra.com) is Associate Dean of Scholarship & Innovation in the Mary Lou Fulton Teachers College at Arizona State Universit. He has an undergraduate degree in Electrical Engineering; two Masters degrees, in Visual Communication and Mass Communications; and a Ph.D. in Educational Psychology. He co-developed the TPACK framework, described as being “the most significant advancement in the area of technology integration in the past 25 years.”

Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline was the founding Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and is the creator of the GenAI-U technology integration framework.

Dr. Liz Kolb is a clinical professor at the University of Michigan. She is the author of several books, including Cell Phones in the Classroom and Help Your Child Learn with Cell Phones and Web 2.0. Kolb has been a featured and keynote speaker at conferences throughout the U.S. and Canada. She is the creator of the Triple E Framework for effective teaching with digital technologies, and she blogs at cellphonesinlearning.com.

Dr. Puentedura is the Founder and President of Hippasus, a consulting practice focusing on transformative applications of information technologies to education. He has implemented these approaches for over thirty years at a range of K-20 institutions, health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which guides the work of multiple projects worldwide.

Dr. Helen Crompton is the Executive Director of the Research Institute for Digital Innovation in Learning at ODUGlobal, and Professor of Instructional Technology at Old Dominion University. Dr. Crompton earned her Ph.D. in educational technology and mathematics education from the University of North Carolina at Chapel Hill. Recognized for her outstanding contributions, Dr. Crompton is on Stanford’s esteemed list of the Top 2% of Scientists in the World. She is the creator of the SETI framework and frequently serves as a consultant for various governments and bilateral and multilateral organizations, such as the United Nations and the World Bank, on driving meaningful change in the field of educational technology.

Dr. Caroline Fell Kurban discusses her study of various educational technology integration frameworks and her current focus on integrating AI into higher education. The conversation explores the importance of a pedagogical approach that enhances student engagement and interaction with generative AI, the need for updated frameworks in technology integration, and the development of the GenAI-U framework tailored for AI education. Dr. Fell Kurban shares insights on the evolving role of educators in navigating the challenges and opportunities Gen AI brings to the educational landscape.

Dr. Caroline Fell Kurban is the advisor to the Rector at MEF University. Caroline previously held the position of Director of the Center of Research and Best Practices for Learning and Teaching (CELT) at MEF University. She also teaches on the Faculty of Education. She has taught, trained and managed in schools and universities in her twenty-year career. She holds a BSc in Geology, MSc in TESOL, MA in Technology and Learning Design, and a PhD in Applied Linguistics. Fell Kurban is currently the head of the Global Terminology Project, and a board member, and also the Chief Academic Officer for the Academy of Active Learning Arts and Sciences. She is also a peer reviewer for the journal Interactive Learning Environments.

We connected with the Australian Department for Education for a behind-the-scenes look at their pilot program to introduce and scale generative AI across the school system. The insight-rich discussion provided granular details and vital specifics about how they approached the pilot, what worked, and why. This is a must-listen episode for any school leader seeking a field-tested roadmap that covers the bases, including security, getting teacher and student buy-in, and avoiding the most significant professional development mistakes.

Follow On Twitter: @martinwestwell @edu_sagov @sparvell @MicrosoftEDU @bamradionetwork @Jonharper70bd

RELATED RESOURCES:

AI Guidance for Schools Toolkit
SA schools to focus on the safe use of AI
Advancing opportunities for AI in higher education | Microsoft EDU

Martin Westwell was appointed Chief Executive of the Department for Education in April 2022, following a successful 4 years as Chief Executive of the SACE Board. Martin has worked extensively with education systems and other organizations in using evidence to inform policy, practice, innovation and impact in education. He was a Chief Investigator in the national Australian Research Council (ARC) Science of Learning Research Centre, and has worked with UNESCO using evidence to inform strategic planning of education in the Asia-Pacific region. In 2018, Martin received the prestigious Australian Council for Educational Leaders’ (ACEL) Gold Medal, awarded for the most outstanding contribution to the study and practice of educational administration and leadership. Martin completed his degree and PhD at Cambridge University and was a Research Fellow at Lincoln College, Oxford University in biological chemistry.

Daniel Hughes is the Chief Information Officer at the Department for Education, South Australia. Daneil is Responsible for the provision and overarching management of ICT Service Delivery to the Department for Education corporate business divisions and the approximate 950 public schools and pre-schools across South Australia. He is additionally responsible for the formation and implementation of a departmental-wide ‘Digital Modernisation Strategy,’ which aims to deliver better outcomes for students, teachers, and corporate staff through the use and adoption of modern technology.

School leaders are guiding organizations through a historic moment in education — the first back-to-school term in the age of generative artificial intelligence. Administrators are exploring what is required to prepare schools and students to thrive in this new era — including the learning and unlearning needed to adapt. This discussion explores this new landscape and what we are learning about navigating it.

Follow on Twitter: @sparvell @DLCMSavvy @WorldSavvy @MicrosoftEDU @bamradionetwork @jonharper70bd

Related Resources:

World Savvy
Collaborating to bring AI innovation to education | Microsoft EDU
Empower educators to explore the potential of artificial intelligence – Training | Microsoft Learn

Dana Mortenson is the Co-founder and Chief Executive Officer of World Savvy, a national education nonprofit working to educate and engage youth as responsible global citizens. World Savvy supports change agents in K-12 education to create more inclusive, adaptive schools that ensure all young people can develop the skills and dispositions needed to thrive in a more diverse, interconnected world. World Savvy programs provide support at three critical levels to deeply integrate global competence into teaching, learning, and culture: student engagement, teacher capacity, and school and district leadership support. Since 2002 she has led the organization through significant national expansion, reaching more 800,000 students and nearly 7,000 teachers across 45 US states and 32 countries, from offices based in Minneapolis, San Francisco, and New York.

John Hattie discusses the impact of technology in classrooms and the importance of collective efficacy in teaching. Hattie, author of Visible Learning, emphasizes the need for teachers to understand their students' learning processes and create a safe environment for them to express their struggles. He also highlights the potential of technology, particularly when used in pairs, to enhance learning. Hattie suggests that social media can be a powerful tool for students to discuss their learning difficulties. He also mentions the potential of AI chatbots in facilitating students' learning process.

Follow on Twitter: @sparvell @MicrosoftEDU @bamradionetwork @jonHarper70bd

Related Resources: Visible Learning: The Sequel | AI for education | Microsoft Learn

Professor John Hattie is a researcher in education. His research interests include performance indicators, models of measurement and evaluation of teaching and learning. John Hattie became known to a wider public with his two books Visible Learning and Visible Learning for teachers. Visible Learning is a synthesis of more than 800 meta-studies covering more than 80 million students. According to John Hattie Visible Learning is the result of 15 years of research about what works best for learning in schools. TES once called him “possibly the world’s most influential education academic”.