TPACK/ SAMR ACTIVITY DESIGN

Yourassignmentistodesignalesson/activitythatincorporatestheelementsofTPACK,
orSAMR,standards,andafocusonspecifictechnologythatwillhelptheclassin
meetingyourteachinggoals.(Hereisalistofclassroomtoolsifyouneedideas).

**Refertothegradingrubricinthesyllabusforassignmentexpectations.Acomplete
sentenceisappropriateforshortresponses.Aparagraphlengthresponseisappropriate
forlongerresponses.

Your name: Olivia Nichols

Grade level for the activity: 8th

Content area (math, ELA, science, etc): Geography

Integration model (TPACK or SAMR): SAMR

Technologies integrated: Google, iMovie, Easelly

Activity title: Create an Online Travel Brochure

Class demographics (describe your students):

My class consists of 25 8th grade students, both males and females, from all different
socio-economic backgrounds.

Activity overview (describe the activity):

Students will creatively use various online platforms to create an online travel
advertisement, trying to convince people to visit a location they have been assigned.
Students will have to research information about their location using Google to find
information such as climate, cultural information, and points of interest for tourists. They
will also be required to research reviews from past travelers, and even use Google Earth
to get a first hand look at the location themselves. Then, they will create a multimedia
travel brochure or advertisement. This could take the form of a commercial made on
iMovie or an online brochure on Easelly.

Activity goal (describe what the activity will accomplish):

Students will explore the use of new technologies, and will learn how to use iMovie to
create something original. They will also learn environmental, geographical, and cultural
information about a new location.

Standards covered (pick from State, CCSS, NGSS, etc):

-CCSS.ELA-LITERACY.RH.6-8.7
Integrate visual information (e.g., in charts, graphs, photographs, videos, or maps) with
other information in print and digital texts.

Procedure (describe the steps students will follow):

1. Students will be assigned a location. They will then research information about the
population, climate, culture, history, and points of interest to visit within this location.
2. Students will then use this research to create a multimedia travel brochure. They
could make their own advertisement using iMovie, or they could use Easelly to create an
online brochure.
3. Students will then email the link to their final creation with me, as well as presenting it
to the class as if they are travel agents, trying to convince the rest of the class to visit
their location.
Assessment (describe how you will assess student understanding):
Students will be assessed on both the accuracy and depth of the content included in
their brochure, as well as the creativity and technological competence shown in the
creation of the brochure.

Personal reflection (discuss how the activity you designed covers TPACK/SAMR
principles):

This activity incorporates the modification stage of SAMR, with a little redefinition.
Originally, before modification and redefinition this assignment would have just consisted
of students hand making a paper travel brochure based off of information given to them
by their textbook or other physical sources. Instead, this version of the assignment
requires students to use various online resources, as well as create an original digital
product. Requiring students to use Google Earth to view the location themselves
redefines the original assignment by forcing students to take a more interactive
approach to their location, rather than just viewing it as facts on paper.