My colleague, Silvana Meneghini, and I have been working on developing a Professional Development framework for embedding technology use and modern learning litercies based on Ruben Puentedura‘s SAMR model.
The template consists of 4 Focus Areas. Each stage of the SAMR model consists of 4 focus areas in the template, that support vision, planning, and evaluation in activity and task design as well as a professional development framework.
Start with your goal in mind. What are your objectives? What do you want to accomplish? What learning do you envision? What literacies are being addressed?
Knowing all the answers is not important anymore. Learning how to ask questions and be open to reflect and receive feedback. are the skills to develop. How do we make the process of learning visible? How do we create a “learnflow” within and between tasks and activities? The process will inform your actions.
Content knowledge becomes less important. Technology pushes pedagogy into center stage. As technology becomes further ubiquitous in our lives, a degree of fluency will be necessary to allow pedagogy to fully absorb technology. The tool will no longer be the objective.
Traditionally, communication happened synchronously and face to face or asynchronously in written text form. Due to technology, the concept of communication and the types of media that help us communicate with an audience larger than 1 has changed and grown exponentially.
Communication no longer assumes the position of a finite, one way communication, but is transformed in the possibility of a two-way, crowdsourced or feedback process.
Each one of the four focus areas possesses several subcategories.
In a SAMR exercise, technology (learning) coaches support educators in identifying the placement of their lesson or project within the framework. The exercise can tag accomplishments, potential gaps and facilitate pinpointing next steps.
- The initial ideas is to take a look at a lesson and identify the ENTRY POINT of the SAMR stage (substitution, augmentation, modeification, redefinition).
- Concentrate on identifying the 4 FOCUS AREAS (goal, process, technology and communication).
- By using the subcategories, the coach/teacher work through areas addressed and possible gaps and potential areas of upward MOVEMENT movement towards redefinition.
Name of Activity: Middle School- Official Scribe
Activity Description: Students take individual classroom notes with paper/pen to study from for upcoming quiz, test or exam.
Students use computer to type up notes.
|Basic Literacy||Consume>Produce||Note Taking||1: 1|
Students use formatting options to organize, highlight, edit, rearrange their notes.
Students are printing out or emailing their notes to share with their classmates.
|Basic Literacy||Consume>Produce||Note Taking||1: Group|
Students are creating their own blog post, using a variety of technology tools and methods to create annotated screenshots, videos, images to bring in different perspectives and address various learning styles.
Students are creating collaborative notes via a Google Document, which is shared with the entire class. Everyone can contribute, add information, edit incorrect information,etc.
Note taking is not confined to remembering and regurgitating information heard in class, but (hyper)linked to further reading of text, images, audio and video. Students are labeling/categorizing their blog post and information to
make organization and information search easier. Students are solving problems of how to handle information overload and filter relevant information.
|Basic Literacy||Consume>Produce> Feedback||Note Taking||1: Group|
Students are contributors to a collaborative blog site, alternating being the Official Scribe of day. Collaboratively they “write”their own online textbook. Students express their understanding through a variety of media. Students use the blog as a learning hub to communicate and connect beyond their classroom walls, connecting with peers and experts from around the world.
|Note Taking||Global Communication|
Let’s take a closer look at Ruben Puentedura’s technology integration SAMR model and how it can be applied as a Professional Development framework in education. How can educators use the model to inspire upward movement from using technology to substitute traditionally taught lessons towards transforming teaching and our own professional learning. Bringing together the SAMR framework with TPACK (Technological Pedagogical Content Knowledge) allows teachers and technology coaches to visualize the interconnectedness of the models, making gaps more evident and point to “support opportunities” to move toward transformation.
Presenters will share scenarios and examples from different levels and subject areas. Participants will go through the exercise and will collaboratively brainstorm further scenarios to “practice” SAMR upward movement towards transformative teaching and learning.
Interested in this type of SAMR template and framework? Shortly, we will be looking for participants in crowdsourcing more examples from the classroom. Stay tuned…