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SAMR Model Explained Through Examples

SAMR Model Explained Through Examples
SAMR is one of the relevant learning models teachers can use to effectively integrate technology in education. I have been doing some readings into it and have also posted a wide variety of articles and graphics on what teachers need to know to apply this model in their technology practices in the classroom. I invite you to check this section to access the resources I have compiled over the last couple of months. Today I am sharing with you a great Prezi presentation created by Jim Cash and entitled " SAMR Examples ". Before you start reading the presentation, here is a refresher about SAMR model levels: 1- Redefinition tech allows for the creation of new tasks, previously inconceivable. 2-Modification Technology allows for significant task design 3- Augmentation Technology acts as a direct tool substitute, with functional improvements 4- Substitution technology acts as a direct tool substitute with no functional change. Related:  IKT och lärandeTechnology CoachingTech Models

Bloom’s Taxonomy: The 21st Century Version So much have been written about Bloom’s taxonomy; one click in a search engine will flood your page with hundreds of articles all of which revolve around this taxonomy. Only few are those who have tried to customize it to fit in the 21st century educational paradigm. As a fan of Bloom’s pedagogy and being a classroom practitioner, I always look for new ways to improve my learning and teaching, and honestly speaking , if you are a teacher/ educator and still do not understand Bloom’s taxonomy then you are missing out on a great educational resource. The following article is a summary and a fruit of my long painstaking research in the field of Bloom’s taxonomy. Bloom’s taxonomy of learning as Wikipedia has put it is “ a classification of learning objectives within education proposed in 1956 by a committee of educators chaired by Benjamin Bloom ”. 1 – The cognitive : The intellectual or knowledge based domain consisted of 6 levels . Let us now go through the different domains stated here.

Using SAMR to Teach Above the Line - Getting Smart by Susan Oxnevad - 1:1 program, Apple, edchat, EdTech, SAMR, technology For as long as I can remember I have been an advocate for helping teachers understand the stages of technology integration to help them effectively use tech as a tool for learning. I’ve adopted a few different tech integration models over the years, discussed the ideas with administrators for use as a starting point for tech integration, and kept the ideas front of mind as I invent and discover new ways for using technology as a tool for learning. Discussing the stages of tech integration has led to some thought provoking and inspiring conversations, but the ideas have not gained a lot of momentum in my face-to-face teaching environment until now. As many districts jump on board with 1:1 implementation, Apple’s use of the SAMR model as a framework for tech integration presents a consistent, clear and powerful message that is spreading! About SAMR Researchers have determined that technology integration typically moves through specific levels. Image created by Dr. An Emphasis on Task Design

A New Great SAMR Visual for Teachers I just come across this wonderful SAMR model visual in a tweet by Lisa from TechChef4u and thought you might be interested to have a look as well. This graphic is created and hosted in Cvkerr platform. Upon checking it I decided to add it to the SAMR section here in Educational Technology and Mobile Learning. As is shown in the graphic below, each stage in the SAMR model is accompanied by an example of activity you could do with you students in class together with the digital tool to do it. Substitution This is the stage where you use technology to substitute what you could have done with pen and paper. one popular example of this is using word processor to type a story instead of handwriting it. Augmentation This is where technology is used to carry out learning tasks in relatively more efficient ways. the technology here only adds value to the assignment and does not transform how it is done, examples of this include using spell checker, grammar checker or electronic dictionary.

Lo que los maestros deben saber acerca de SAMR Modelo Tecnología Educativa y Aprendizaje Móvil ~ SAMR was developed by Dr. Ruben Puentadura as a model for technology integration into the classroom. It is presumed to help teachers make a better leverage of technology in their teaching. I outlined below a basic definition of what each stage represents. I have also compiled a list of some good videos to help you learn more about SAMR. Substitution This is the stage where you use technology to substitute what you could have done with pen and paper. one popular example of this is using word processor to type a story instead of handwriting it. Augmentation This is where technology is used to carry out learning tasks in relatively more efficient ways. the technology here only adds value to the assignment and does not transform how it is done, examples of this include using spell checker, grammar checker or electronic dictionary. 1- SAMR model overview 2- SAMR explained by Ruben 3- SAMR and Starbucks coffee 4- SAMR in 120 seconds

Kunskap i en digitaliserad värld T.A and apples. Fine art print 2011 © Johan Löfgren/bus 2012 Digitala teknologier är viktiga i det samhälle vi lever i. De är allestädes närvarande, i vår privata sfär och på de flesta arbetsplatser. De är redskap för att representera, lagra och kommunicera mänskliga erfarenheter och kunskaper och för nätverkande och socialt samspel. I de flesta barns och ungdomars liv ingår digitala teknologier som en naturlig del. Detta har konsekvenser för utbildning. Satsningar på att införa digitala medier i skolan, kopplat till stora förhoppningar, är inte nya. Kan då dagens en-till-en-satsningar göra skillnad? Om man accepterar dessa resonemang är det ingen fråga om digitala medier ska föras in i undervisningen. Vad som utgör kompetens och lärande är kopplat till hur människor använder eller samverkar med resurser av olika slag som verktyg för att lösa problem som är relevanta för dem. Detta innebär krav på nya typer av kompetenser.

Using TPACK as a Framework for Tech PD, Integration and Assessment. Henrico County Schools System has adopted the TPACK as the Framework for professional development and 21st Century Learning in the Henrico County Schools System. Henrico County is one of the largest and earliest districts to pioneer and implement a one-to-one initiative. They have adopted this model as its conceptual framework to guide their progress towards the 21st Century Learning. See How Henrico County School District Incorporates Technology into Learning.Henrico 21 Overview from HCPS Instructional Technology on Vimeo. To see more videos visit this link. Below are some essential pieces toward meeting their vision. The TPACK ModelThe TPACK Model was created in response to the need to provide a framework around the important pieces of innovating learning with a focus on Technology, Pedagogy, and Content Knowledge. This is a diagram of the model. Assessment Tools Technology Infused LessonsThe teachers write lessons incorporating the elements of the TPACK model.

TPACK Explained | TPACK.org Technological Pedagogical Content Knowledge (TPACK) attempts to identify the nature of knowledge required by teachers for technology integration in their teaching, while addressing the complex, multifaceted and situated nature of teacher knowledge. The TPACK framework extends Shulman’s idea of Pedagogical Content Knowledge. The Seven Components of TPACK TPACK Image (rights free). At the heart of the TPACK framework, is the complex interplay of three primary forms of knowledge: Content (CK), Pedagogy (PK), and Technology (TK). Effective technology integration for pedagogy around specific subject matter requires developing sensitivity to the dynamic, transactional relationship between these components of knowledge situated in unique contexts. Content Knowledge (CK) – “Teachers’ knowledge about the subject matter to be learned or taught. History and Ownership TPACK TPACK is not a brand new idea, nor is it owned by anyone. Learning More about TPACK References Koehler, M. Shulman, L.S. (1986).

SAMR: Aumentar su creatividad y amplificar su curiosidad *** Flash Alert – the following post does not include a Thinglink example (as 6 of the 8 last posts did) *** While there has been a bit of question as to the effectiveness of SAMR, a shift to move beyond SAMR, and a few proposed changes to the structure of the model floating around online, I have to say that hearing Dr. Ruben Puentedura (you may know him as the father of SAMR) speak at iPad Summit a few weeks ago still felt like a rare app-ortunity and a truly inspiring treat. As I am still collecting my thoughts and ideas from the event, I wanted to share some really great resources from the Dr. However, before I begin… I wanted to provide an easily relatable graphic for those of you new to the SAMR model. SAMR Coffee image above was created by Jonathan Brubaker and appeared in a blog post linked from this image. Now that we are speaking a similar language and have polished off our first glass of SAMR koolaid, I will move on to share some of my favorite highlights from Dr. SAMR Pinterest

TPACK.org The community of teachers, researchers, and others interested in TPACK is diverse and growing. There are a number of ways to interact with others about TPACK. In this post, we highlight four of the ways – 1) Facebook, 2) Twitter, 3) Mendeley, and 4) sections of the TPACK.org site – in which TPACK.org is involved with social media. If there are other ways you or others are discussing TPACK, we would love to hear about and share them here. Facebook A poll conducted on TPACK.org asked “Should there be a TPACK Facebook group or page?” Mendeley Mendeley is publication management software in which there is an active group. Twitter There is an active TPACK community on Twitter. TPACK.org In addition to the Facebook group, Twitter community, and the Mendeley group, the questions and answers section on TPACK.org is a good place to ask general questions about TPACK-related topics. Dr. Joshua M.

Social Studies Hammond, T. C., & Manfra, M. M. (2009). Giving, prompting, making: Aligning technology and pedagogy within TPACK for social studies instruction. Contemporary Issues in Technology and Teacher Education [Online serial], 9(2). Retrieved from Giving, Prompting, Making: Aligning Technology and Pedagogy Within TPACK for Social Studies Instruction Thomas C. Meghan McGlinn ManfraNorth Carolina State University Abstract Technological pedagogical content knowledge (now known as technology, pedagogy, and content knowledge, or TPACK) has become a widely referenced conceptual framework within teacher education. In 1997, Peter Martorella wrote, “Arguably, technology is a sleeping giant in the social studies curriculum” (p. 511). Social studies journals such as Social Education and Theory and Research in Social Education devote annual issues to technology integration. Giving: Tell It to Me Straight Prompting: What Do You See?

Literacy with ICT | A Model for 21st Century Learning Literacy with Information and Communication Technology (LwICT) means thinking critically and creatively, about information and about communication, as citizens of the global community, while using ICT responsibly and ethically. Tecnología Educativa y Aprendizaje Móvil: Modelo Samrl What will I gain by replacing the older technology with the new technology? Have I added an improvement that could not be accomplished at the fundamental level? Does the modification fundamentally depend on the new technology? Cool Tools for 21st Century Learners, my blogd97cooltools.blogspot.co.uk Research:Students can quickly access flexible search engines to find information. Writing:Students will begin to write more than with handwritten text. Digital Citizenship:Introduce avatars to get students thinking about protecting their identities when online. Research:Student can construct knowledge through research guided by Essential Questions and use that knowledge to create something original. Writing:Built in writing supports and integrated research and reference tools improve efficiency of the writing task. Digital Citizenship: Students learn about copyright. Research:Students conduct their own research. Writing:Students write for audiences.

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