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SAMR Model

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Monica Jaloma

on 15 July 2014

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Transcript of SAMR Model

Take as much as you want!
Introduction to the SAMR Model
Technology allows for the creation of new tasks, previously inconceivable
Documentaries
Redefinition
Technology acts as a direct tool substitute, with no functional change
SAMR
Technology Summer Academy
San Elizario ISD
Summer 2014

Technology acts as a direct tool substitute, with functional improvement
Augmentation
Modification
Technology allows for significant task redesign
Collaboration
What does it all mean!?
Ice Breaker
On each square, write down a technology tool that you currently use in your classroom and be ready to explain and/or give an example of how you integrate it.
Let's play musical share!
Substitution
Writing a report
Reading
Pre-teaching vocabulary
Writing a Report, using spell-check and/or Thesaurus
Presentation
Ringers
Creator Ruben Puentedura Ph.D.
Allows student to work intelectually in a technology rich environment to apply higher thinking skills
Spent 18 years in educational research and reform
Phi Beta Kappa teaching award
SAMR History
Today's Agenda
Introduction to the SAMR Model
What is the SAMR Model and how it is applied
Discuss each level of the SAMR Model and understand what it looks like in a classroom
SAMR Model vs. Blooms Taxonomy vs. DOK
Classroom examples
CONTENT
Objectives
LANGUAGE
I will explore and apply the SAMR model improve student learning and success using iPad Applications, Web 2.0 Tools, and other software programs.

NETS-T
Engage in Professional Growth and Leadership

I will adapt spoken language appropriately for formal and informal purposes while creating products that will support content and technology learning and integration in my classroom

ELPS (3I)

Things to Remember
You need to know what your end product will be before you decide where to start
In the classroom, develop a lesson with technology, pedagogy and content in mind
How are you going to integrate technology into your lesson?
To what level of the SAMR Model do you want to take your lesson?
Bloom's and SAMR
Bloom's and DOK
Lesson Example
Teaching Above The Line
Grade 6: Measurement
Sixth grade students are asked to help with the decision of where a new playground should be located to be used by all elementary students and still allow appropriate space for other activities.
Substitution:
Teacher replaces regular chart paper with an online chart tool such as google drawing for students to create a scaled model of the school and playground
Task design and the fundamental principles of learning are the same
Questions for transition:
How can the new technology I'm introducing enhance the way that students were carrying out tasks before?
How does this feature contribute to my design?
Augmentation:
Students use the functions of Google Drawings to assist with creating a project that is closer to a polished version, such as spelling and straight lines
The heart of the task remains the same but certain aspects have been modified so that the students can accomplish new goals

Questions for Transition
How is the original task being modified?
Does this modification depend fundamentally on the new technology?
How does this modification contribute to my design?
Modification:
Students import their drawing into a screen casting app such as Explain Everything.Then students use the screen casting tools to annotate their drawing. They share their Explain Everything file with other students who offer feedback.
Replacing all or part of the tasks with new tasks that are uniquely possible by the new technology. The new technology allows us to achieve new pedagogical or learning goals that couldn't be feasibly achieved without the new technology.

Questions for transition:
What is the NEW task
Will any portion of the original task be retained?
How is the new task made uniquely made possible by the new technology?
How does it contribute to my design?
Redefinition:
Students create a digital story using iMovie or Book Creator to curate and analyze the work of their peers and other school yards. Students will demonstrate their math thinking to support their ideas based on the research they have done and knowledge they have gained throughout the analysis of other projects.
Take our toilet paper activity through SAMR
Let's Think Back...
Objectives
Content:
I will explore creative applications of technology to improve student learning by integrating SAMR Model throughout my lessons
--NETS-T (Engage in Professional Growth and Leadership)
Language:
I will adapt spoken language appropriately for formal and informal purposes while creating products that will support addressing SAMR levels.
--ELPS 3i
http://www.todaysmeet.com/samresc19
3 Question Focus
1. What did I learn yesterday?
Yesterday, I learned...

2. What am I thankful for right now?
Right now, I am thankful for ____ because _____.

3. What do I promise for today?
Today, I promise to _____ because ____.

Task design and the fundamental principles of learning are the same
Questions for transition:
How can the new technology I'm introducing enhance the way that students were carrying out tasks before?
How does this feature contribute to my design?
The heart of the task remains the same but certain aspects have been modified so that the students can accomplish new goals

Questions for Transition
How is the original task being modified?
Does this modification depend fundamentally on the new technology?
How does this modification contribute to my design?
Replacing all or part of the tasks with new tasks that are uniquely possible by the new technology. The new technology allows us to achieve new pedagogical or learning goals that couldn't be feasibly achieved without the new technology.

Questions for transition:
What is the NEW task
Will any portion of the original task be retained?
How is the new task made uniquely made possible by the new technology?
How does it contribute to my design?
Full transcript