{"id":40,"date":"2013-12-11T15:11:48","date_gmt":"2013-12-11T15:11:48","guid":{"rendered":"https:\/\/cohort21.com\/timrollwagen\/?p=40"},"modified":"2013-12-11T19:04:34","modified_gmt":"2013-12-11T19:04:34","slug":"the-digital-era-of-teaching-action-planning-with-samr","status":"publish","type":"post","link":"https:\/\/cohort21.com\/timrollwagen\/2013\/12\/11\/the-digital-era-of-teaching-action-planning-with-samr\/","title":{"rendered":"The Digital Era of Teaching – Action Planning with SAMR"},"content":{"rendered":"

Seven years and counting in education. \u00a0How many of you still use PowerPoint as the main ‘technology’ in your classroom? \u00a0On occasion, I still use PowerPoint as it is a functional and clean cut presenting software. \u00a0But with advances in technology, it is now not the only one out there. There are so many options in bringing information to our students in a more creative and meaningful way. \u00a0As an action plan this year, I want to investigate and challenge myself to take digital tools to a new level within my science classroom. \u00a0To start, some of you might be asking what the #$%@ is the SAMR model, so I will fill you in with a little background information.<\/p>\n

The following diagram describes SAMR when applying it to technology in the classroom.<\/p>\n

\"SAMR_model\"<\/a><\/p>\n

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Our goal is to take previous assessments and move them through the SAMR model to transform them to meet our 21st century learners. \u00a0I think it’s important to point out that you are not going to always need to push things to the top of the system. \u00a0Some things are good with simple substitution (using PREZI<\/a> instead of PowerPoint) or Augmentation (Use of collaboration with GoogleDocs or Padlet<\/a>). \u00a0However, I do see the importance of bringing some meaningful assessments (Summative in nature) to the higher level of transformation with a redefinition of task.<\/p>\n

An example of application of the SAMR model<\/a> to an English class and Math class by Michael Hornback <\/a>with the Vancouver Public Schools. \u00a0He takes tasks that we have commonly asked our students to perform and brings in technology to create deeper thought through the inclusion of creativity, in order to transform a once simpler method of representing learning. \u00a0In his examples, he uses Apps and digital technology accessible through apple products. \u00a0Similar online tools and apps can be found for PC’s as well.<\/p>\n

How might this be implemented in the science class? \u00a0Well, for years, the ministry has pushed inquiry based labs within the science classroom. \u00a0However, they never truly trained or gave even reasonably good examples for teachers to follow. \u00a0My thought is to take a once cookie cutter lab and use the SAMR model along with new technologies for scientific modelling to scaffold students to make predictions for application to real or virtual inquiry labs.<\/p>\n

A quick conversation with Sir Ken Robinson regarding technology in education: \u00a0Why it’s important to transform education through technology.<\/p>\n

[youtube]http:\/\/www.youtube.com\/watch?v=UYk91jzv1jg[\/youtube]<\/p>\n

I’d love to hear some suggestions from you experienced science folk or SAMRs out there.<\/p>\n

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Seven years and counting in education. \u00a0How many of you still use PowerPoint as the main ‘technology’ in your classroom? \u00a0On occasion, I still use PowerPoint as it is a functional and clean cut presenting software. \u00a0But with advances in … Continue reading →<\/span><\/a><\/p>\n","protected":false},"author":44,"featured_media":0,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"wds_primary_category":0,"footnotes":""},"categories":[11],"tags":[16,18,17],"class_list":["post-40","post","type-post","status-publish","format-standard","hentry","category-action-plan","tag-ken-robinson","tag-samr","tag-technology"],"_links":{"self":[{"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/posts\/40","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/users\/44"}],"replies":[{"embeddable":true,"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/comments?post=40"}],"version-history":[{"count":0,"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/posts\/40\/revisions"}],"wp:attachment":[{"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/media?parent=40"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/categories?post=40"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/cohort21.com\/timrollwagen\/wp-json\/wp\/v2\/tags?post=40"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}