Looking for a renewed perspective...
INTERACTIVE WHITEBOARDS – IDEAS TO KEEP IT SIMPLE
by Danny Nicholson
Mar 2014 UKED Magazine
Wednesday, March 26, 2014
Tuesday, March 11, 2014
Love this idea!
Came across this in my travels...WHAT A GREAT IDEA...
This Language Arts teacher shared a link to an online video that provided instruction and an example of the expectation (Quotation Integration).
Students could refer back to the clip by following the QR code as they were developing their own work.
A great way to bridge "point of need" application with relevant instruction.
Monday, March 3, 2014
Academic Tech Integration...
Recently, I had the opportunity to present to a group of elementary teachers. We started out with a question.
WHEN DESIGNING LEARNING EXPERIENCES FOR YOUR STUDENTS, WHAT SEQUENCE DO YOU TYPICALLY FOLLOW?
The polled response was 16/18 (or 89%) selected:
1. Curriculum, 2. Strategy, 3. Tool
1/18 selected: 1. Strategy 2. Curriculum 3. Tool
and 1/18 started with the tool.
While the size of the polled audience was relatively small...the results do prove to be similar regardless of what grade level teachers I am working with.
For the most part, it's safe to say, we all agree that technology integration takes direction from curricular and/or strategic leads.
Next, for as much as theory can be a thorn in our sides, theory provides a framework from which to build. So, we took a look at the SAMR model.
The SAMR model can be attributed to Dr. Ruben Puentedura.
SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition.
Kathy Schrock created a visual image that aligns SAMR with Blooms. This visual provides a familiar frame of reference and helps to define the model.
The plan was for teachers to take some time and consider ways they presently integrate technology within their instruction for two reasons. First, to consider what is already happening and also to open dialog around ways to continue to grow.
In addition, just as lower Bloom activities can, at times, get "a bad rap", it needs to be said that it is entirely possible to select a particular tech application for use as a means of substitution or augmentation...and that's OK.
What's more important is NOT to remain at entry level learning or integration activities, but to strategically craft for the foundation to be in place in order to build upward over time.
What was discovered through this activity, is as with designing any continuum of learning experiences, the variables and intricacies require careful consideration.
While we can make assumptions about what will work based on age, purpose, etc...there is no substitution for actual, practical experience.
So as we continue on our Learning Design and Academic Tech Integration journey, it helps to add some substance to the theory and include an example of SAMR that follows one tool through the progression.
I'm thinking we may need to work through some of our own progressions too...
Thanks to the powers of YouTube and Candace M for the following...
SAMR in 120 Seconds
WHEN DESIGNING LEARNING EXPERIENCES FOR YOUR STUDENTS, WHAT SEQUENCE DO YOU TYPICALLY FOLLOW?
The polled response was 16/18 (or 89%) selected:
1. Curriculum, 2. Strategy, 3. Tool
1/18 selected: 1. Strategy 2. Curriculum 3. Tool
and 1/18 started with the tool.
While the size of the polled audience was relatively small...the results do prove to be similar regardless of what grade level teachers I am working with.
For the most part, it's safe to say, we all agree that technology integration takes direction from curricular and/or strategic leads.
Next, for as much as theory can be a thorn in our sides, theory provides a framework from which to build. So, we took a look at the SAMR model.
The SAMR model can be attributed to Dr. Ruben Puentedura.
SAMR is an acronym for Substitution, Augmentation, Modification, and Redefinition.
Kathy Schrock created a visual image that aligns SAMR with Blooms. This visual provides a familiar frame of reference and helps to define the model.
The plan was for teachers to take some time and consider ways they presently integrate technology within their instruction for two reasons. First, to consider what is already happening and also to open dialog around ways to continue to grow.
In addition, just as lower Bloom activities can, at times, get "a bad rap", it needs to be said that it is entirely possible to select a particular tech application for use as a means of substitution or augmentation...and that's OK.
What's more important is NOT to remain at entry level learning or integration activities, but to strategically craft for the foundation to be in place in order to build upward over time.
What was discovered through this activity, is as with designing any continuum of learning experiences, the variables and intricacies require careful consideration.
While we can make assumptions about what will work based on age, purpose, etc...there is no substitution for actual, practical experience.
So as we continue on our Learning Design and Academic Tech Integration journey, it helps to add some substance to the theory and include an example of SAMR that follows one tool through the progression.
I'm thinking we may need to work through some of our own progressions too...
Thanks to the powers of YouTube and Candace M for the following...
SAMR in 120 Seconds
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