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Pedagogical Framework Analysis: SAMR

A look into SAMR as an effective pedagogical framework.
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on 29 March 2015

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Transcript of Pedagogical Framework Analysis: SAMR

SAMR
An exploration of SAMR in theory and practice.

As educators, it is our role in the classroom to facilitate student learning in the best possible manner. Frameworks like SAMR are able to enhance both teacher understanding and practical application of technology within classrooms.
What is SAMR?
Substitution:
Same task, new tools.
Augmentation:
New tools, similar task.
Modification:
New Task, new tools, new view.
Redefinition:
New view, new tools, new innovation.
SAMR: The Theory

SAMR in Practice
In a year 11 class, students are studying Shakespeare's 'Othello'
To meet Australian Curriculum standards, teachers must have "Students design and evaluate user experiences and algorithms. "
Contemporary Learning
While technology allows for collaborative work done in independent spaces, it can also work well in a classroom that is adapted appropriately for physical collaboration.

As students continue to strive for social interaction, a combination of collaborative technology work and physical representation of that work in the classroom environment can fully address the needs of the students' growing knowledge base.
Australian Professional Standards for Teachers
Pedagogical Framework Analysis
Substitution:
Students complete a short answer test on 'Othello'.
Augmentation:

Students listen to a series of Shakespeare plays adapted into radio plays by Orson Welles provided at http://preview.tinyurl.com/nulja3c
Modification:
Collaborating in a GoogleDoc, students create a timeline of key events in history that may have influenced Shakespeare's writing of 'Othello'
Redefinition:
Students develop a 30 minute radio play of a modern 'Othello' and post online for independent audiences to experience.
Reference List:
Physical placement of desks: Small groups rather than traditional rows.
Building engagement with technology over several years as students develop skills and maturity.
Remove focus from teacher: encourage student orientated learning.
Authentic Learning: More exploration tasks and less prescriptive tasks allowing student engagement.
Invented by Ruben R. Puentedura in the late 80s/early 90s.
A system of classifying technological use by students.
We can use SAMR to map our progression across four stages from
Enhancing
learning to
Transforming
it.
Each level is useful in a different way and for different purposes. Don't ignore Substitution as an effective tool for student learning!


Puentedura's SAMR combined with Bloom's Taxonomy
Our Learning Environment
As educators, we must follow the Australian Professional Standards for Teachers while in the classroom and leading up to professional engagement with students.
Considering ICT, the areas
2.1
,
2.2
,
2.6
and
4.5
are especially important to our development as effective teachers.
Pedagogical frameworks as a tool create a simplified but complex method for educators to address these issues in hand.

Australian Professional Standards for Teachers (2014) Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

[Candace M]. (2013 May 30) SAMR in 120 seconds Retrieved from

Digital Technologies Curriculum (2014) Retrieved from http://www.australiancurriculum.edu.au/technologies/digital-technologies/curriculum/f-10?layout=1#level9-10


SAMR reinforces both teacher and student knowledge and skill with technology in a positive and gradual manner.

2.1: Using SAMR allows an educator to indicate their ability and knowledge of the various stages of technological understanding.
2.2: Utilising the SAMR framework indicates an educator has considered the gradual needs of students for a changing learning environment and that this will be applied in a progressive manner, intelligently and efficiently.
2.4: Implementation of any lesson plan utilising SAMR framework clearly addressed the need of the educator to expand the opportunities of their students through the tools and the thought processes expected of them.
4.5: At any point in time an educator must be aware of the dangers associated with their teaching methods and the environments the students are exposed to. Developing student inquiry across a simplified to a more complex framework of learning allows for a natural growth of knowledge and intuition regarding dangers of online technology.
To Recap
Learning about SAMR has definitely aided in my understanding of technology, even while creating this presentation. Sometimes utilising technology isn't easy, but as students and educators we must move past that and work to keep students engaged and interested.
Puentedura, R. (2009) As We May Teach: Educational Technology, From Theory Into Practice.
Retrieved From https://itunes.apple.com/itunes-u/as-we-may-teach-educational/id380294705?mt=10

Puentedura, R. (2014) SAMR and TPCK: A Hands-On Approach to Classroom Practice. Retrieved From http://www.hippasus.com/rrpweblog/archives/2014/12/11/SAMRandTPCK_HandsOnApproachClassroomPractice.pdf

Teaching and Learning (2015) Retrieved from https://sites.google.com/a/msad60.org/technology-is-learning/teaching-and-learning
Reference List
The Questions
1. How can educators consider pedagogical frameworks as outlines rather than rigid concepts while still conforming to the best needs of the student?



2. Considering the framework of SAMR, in what ways can technology be utilised in a cross curriculum fashion?
Full transcript