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SAMR and Teaching Above the Line

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Mike Washburn

on 28 March 2014

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Transcript of SAMR and Teaching Above the Line

SAMR and Teaching
"Above the Line"
Mike Washburn
Head of Technology Studies
Richmond Hill Montessori and Elementary Private School
Richmond Hill, ON
MEd - Lakehead University - Current
BASc / BEd Concurrent - Lakehead University - 2013
Twitter: @misterwashburn
Website: http://www.mrwashburn.net
Today's Backchannel
https://todaysmeet.com/mikewashburn
Today's Meet is an isolated room in which participants can engage in discussion in real-time during a presentation, meeting or seminar to ask and answer questions
ask, engage, discuss
Technology Gap
"There is a massive chasm which exists between a student’s technological experience at home, and the experience (or lack thereof) which they receive at school. At home students are constantly engaged with technology, be that YouTube, iTunes, using an App on their iPad or playing a video game."
S - Substitution
A - Adaptation
M - Modification
R - Redefinition
Substitution
Augmentation
Modification
Redefinition
Examples
Computer technology is used to perform the same task as was done before the use of computers.
Students print out worksheet, finish it, pass it in.
No functional change in teaching and learning. There may well be times when this the appropriate level of work as there is no real gain to be had from computer technology. One needs to decide computer use based on any other possible benefits. This area tends to be teacher centric where the instructor is guiding all aspects of a lesson.
"Kind of Related" Stuff
Student Digital Portfolios
http://www.richmondhillmontessori.ca/
Computer Technology offers an effective tool to perform common tasks.
Students take a quiz using a Google Form in stead of using pencil and paper.
There is some functional benefit here in that paper is being saved, students and teacher can receive almost immediate feedback on student level of understanding of material. This level starts to move along the teacher / student centric continuum. The impact of immediate feedback is that students may begin to become more engaged in learning.
Common classroom tasks are being accomplished through the use of computer technology.
Students are asked to write an essay. An audio recording of the essay is made along with an original musical soundtrack. The recording will be played in front of an audience.
There is significant functional change in the classroom. While all students are learning similar writing skills, the reality of an authentic audience gives each student has a personal stake in the quality of the work. Computer technology is necessary for this classroom to function allowing peer and teacher feedback, easy rewriting, and audio recording. Questions about writing skills increasingly come from the students themselves.
Computer technology allows for new tasks that were previously unimaginable.
A classroom is asked to create a documentary video answering an essential question. Teams of students take on different subtopics and collaborate to create one final product. Teams are expected to contact outside sources for information.
At this level, common classroom tasks and computer technology exist not as ends but as supports for student centered learning. Students learn content and skills in support of important concepts as they pursue the challenge of creating a professional quality video. Collaboration becomes necessary and technology allows such communications to occur. Questions and discussion are increasingly student generated.
Tools/Apps for Substitution
Grade 4 Social Studies / Technology Studies
"Place" City Building Assignment
Grade Six Environmental Science / Technology Studies Pollution / Explain Everything Assignment
Grade Seven Social Studies / Technology Studies WW1 Collaborative Prezi Timeline Assignment
questions?
Tools/Apps for Augmentation
Tools/Apps for Modification
Tools/Apps for Redefinition
Edmodo
Twitter
Don't forget to talk about...
Full transcript