A Guide for Bringing the SAMR Model to iPads by Patricia Brown

Summary:

A Guide for Bringing the SAMR Model to iPads was a terrific article to explain the SAMR model in an easy to understand format.  Patricia Brown points out the importance of shifting from apps to content when implementing new technology.  Apps can be very overwhelming; especially since there are so many options available.  The author explains each component of the SAMR model by using a visual created by Tim Holt that uses Starbucks as a comparison.  The four steps of the SAMR model are:  Substitution, Augmentation, Modification, and Redefinition.  The author points out that this model is like a menu.  There are lots of different options and you won’t always want the same thing.  Like when at Starbucks, some days you may want a plain coffee, while other days you may want a Pumpkin Spiced Latte. 

The first component in the SAMR model is Substitution.  When you use a new technology in the classroom to complete the same task, but incorporating technology you are using substitution.  For example, you would have students type a paper using Google Drive rather than writing with paper and pencil.  This would be like ordering a black coffee from Starbucks rather than getting it at home.  It’s the same sort of coffee you could have at home, but you bought it instead.

The second component is Augmentation.  This occurs when you use technology to complete a task and that technology incorporates new features that wouldn’t be available without the technology.  So, relating to the coffee comparison, instead of black coffee, maybe you add creamer or ice.  It’s still the same coffee, but you’ve spiced it up a bit.  An example of Augmentation in the classroom would be using a tablet to read books and students clicking on words they don’t know and looking up definitions, synonyms, etc.

The third part of the SAMR model is Modification.  This indicates there is an actual change to the task by adding in a technology aspect.  So, thinking of the coffee, in this component, the augmented coffee has some bells and whistles added to it.  For example, the iced coffee might have flavoring or whipped cream added to it.  Thinking of technology, we could be using multimedia to add video, audio, or visuals to projects using programs like Garbage Band or the iMovie app. 

          The last part of the SAMR model is Redefinition, which means completely changing the task at hand due to the technology.  Instead of just making your Starbucks coffee fancier, you actually order something completely unique and special to Starbucks like the Pumpkin Spice Latte.  When teachers use modify their lessons for the use of technology, they are going beyond the four walls of their classrooms and requiring the students to use critical thinking skills.  Students might have virtual book club discussions, virtual field trips, or communicate with others by using Google Hangouts, Skype, etc. 

Reflection:

          I would love to learn more about the SAMR model.  When I went to the ICE conference in St. Charles in February, many of the presentations were about this model and how it should be used in schools.  I knew very little about what the model was so I did not attend a session.  Now that I’ve learned more about the model, I wish I had!  Our district struggles with meeting AYP from year to year and we are always trying to figure out ways to improve our students’ scores.  Often we hear about technology tools that will be helpeful. I think it is so important to remember that for technology to change our scores however, we need to make the sure the technology has value and is being used appropriately.  As teachers we are always saying we need to follow Bloom’s Taxonomy and provide students with challenging activities rather than just simple fill in the blank type work.  This should be true when using technology tools as well.  We have classrooms in our school with iPads and it seems for the most part that they are used to “play” using apps.  Even in my own classroom, I know there is so much more I could be doing with my Chromebooks.  The students are so eager to communicate and create things.  This article opened my eyes to the fact that I need to step up what I’m having my students do when using all of the technology I fight for.

Brown, P. (2015, February 6). A Guide for Bringing the SAMR Model to iPads. Retrieved from https://www.edsurge.com/n/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads

How Technology Can Boost Student Engagement by Liane Wardlow

Summary:

In the article, How Technology Can Boost Student Engagement, Liane Wardlow points out the benefits technology can have in the classroom, especially regarding student engagement.  The article starts with a statistic from Gallup’s 2013 State of America’s Schools reporting “that 55% of students are engaged in the learning process, while 28% are not engaged, and 17% are actively disengaged.  Wardlow points out that technology could be one of the key factors in increasing student engagement.  Technology can be used as a tool by teachers to create and present content.  Instruction is then more interesting and relevant to students and they become more engaged and active in their learning.  Students can also be more involved in their learning by using the technology to create and share things. 

Technology can engage students not only individually, but in groups as well.  A school in Meridan, Idaho has been working to use technology in ways other than individual students glued to a screen.  Instead, they have students work collaboratively to create and learn using technology.  As part of the article, Wardlow includes a video featuring the Idaho school.  Students and teachers discuss the use of technology as part of their education.  The end of the video includes three guiding questions to consider: 

1.  How can I plan digital activities that maintain student interest, engage them in deep learning, while still meeting standards?  
2. How can I create an environment for students to monitor their own progress while setting and reaching goals.  
3. How can I use technology seamlessly throughout my lessons to enable student interaction with content while enlisting student responses?

Increased student engagement leads to increased scores and better attitudes toward learning.  The goal is that a variety of technology tools being used in classrooms will help reach the half of currently disengaged students.

           

Reflection: 

            There were two portions of the article that I found most interesting.  First, there is a quote by an educator stating that by students having technology in front of them they are able to create and innovate things.  By having students using things like Photoshop or other programs they are able to create completely unique projects.  Later in life, they can become artists, filmmakers, or web designers.  This really struck me because often when I see technology being used in our school, it is very simple implementation.  Sometimes it’s watching videos, playing games, practicing math problems.  I think it’s important to remember the idea of using technology for students to create things and think critically.  I have Chromebooks for every student and after reading this article it is more evident that I need to plan more involved lesson plans.

            This leads to the second portion of the article that I found interesting.  I thought the guiding questions in the video will be extremely beneficial in helping create engaging and challenging activities using technology.  I think these questions would be beneficial for our entire school to consider when using technology.  Unfortunately we do not have a computer teacher in our building.  Students have 30-60 minutes of computer time per week, however the teachers are completely in charge of planning how the time is spent.  Teachers really need to consider implementing activities that will engage students while challenging them at the same time.

Wardlow, L. (2014, May 1). How Technology Can Boost Student Engagement - Pearson Research & Innovation Network. Retrieved from http://researchnetwork.pearson.com/elearning/technology-can-boost-student-engagement

Can Tech Help Teachers Teach and Students Learn? by Tom Kaneshige

Summary:

In the article the author explores ways that technology can be helpful in the classroom and why it is needed.  The author explains that three out of four teachers and 3 out of four administrators believe that technology positively impacts the education process as well as job recruitment.  Young teachers basically expect to work with technology when they get a job.  Another statistic the author shares is that nine out of ten students think technology use in the classroom will help them get jobs at some point.  Classroom experiences will change from listening to lectures to learning interactively. 

The author also points out that most people think of the tablet, particularly the iPad when they think about technology in the classroom.  The tablet however “is only the tip of the iceberg.”  There are many cloud services, classroom management software, online curriculum, game-based learning software, and wireless network infrastructure to tie everything together. 

Because of all those components to technology in the classroom, it’s not always easy to adopt.  An example is the fiasco that happened with the Los Angeles Unified School District (LAUSD).  They spent $1.3 billion in an effort to put an iPad in the hands of every student, teacher, and administrator.  There are rumors that many of those iPads are sitting unused or being used inappropriately.  When a firm was hired to assess the technology project’s progress, they found that only one teacher out of 245 classrooms was using the Pearson online curriculum.  Four out of five high schools were rarely using the iPads.  The author of the article points out that rushing to get the iPads in everyone’s hands was ineffective because teachers and students were not trained properly.  User training of new devices is biggest struggle in a large scale technology deployment. 

Despite the struggles in LAUSD, there is still much enthusiasm surrounding bringing new technologies to classrooms.  When there is pushback from teachers about new devices because they aren’t taught how to use them, then it’s not a technology problem. 

Reflection:

An important takeaway from this article was the importance of training when it comes to technology.  It’s a wonderful idea to have these great tools and resources put into classrooms, but if the teachers aren’t taught how to use them, they will likely just sit there.  Teachers are busy and have a lot to do in a day.  Learning how to use new technologies is just “one more thing.”  Extending on the author’s thoughts, I think the way the training is implemented is extremely important.  Having one professional development session where all information is thrown at the teachers would be too overwhelming.  I think the PD sessions need to be ongoing and focus on something different each time.  By working with teachers to implement to implement the new technologies, I think it is much more likely they will be used more frequently and effectively. 

This is definitely an issue in our own district.  We have not implemented a 1:1 program yet, however we do have different technology projects happening.  Classrooms were given Chromebooks, iPads, and Mimio devices.  When I received my Chromebooks, someone sat down with me one time at the very beginning and showed me a few minor things that could be done.  I’ve had to take the time to find what they can do myself.  Because of this, I know I could be doing more.  I have been told that the other Chromebook carts at other schools are not used nearly as much as mine.  There are days that they aren’t used at all.  That is also true of the Mimio Votes that were piloted.  Teachers aren’t confident in how to use them, so they just don’t.  They sit on shelves, collecting dust.  I think this is very unfortunate considering how much money went into purchasing them.  As we continue to implement technology, I hope that we will have additional support and trainings.

Kaneshige, T. (2015, March 6). Can Tech Help Teachers Teach and Students Learn? Retrieved from http://www.cio.com/article/2893749/tablets/can-tech-help-teachers-teach-and-students-learn.html

7 Steps to Picking Your LMS by Katie Ash

Summary:

            The article told seven things districts should consider when choosing a learning management system (LMS) for their schools.  Along with each suggestion was a list of questions to ask (either themselves or the LMS representatives).  Ed-tech experts give their tips based on their own experiences and the experiences of others. 

            One suggestion was to lay out what is wanted from the system and how it will fit into the teaching and learning structure of the school and/or district.  The article explains that there needs to be a discussion about goals to ensure that a LMS is really needed.  Some systems offer more bells and whistles that may be needed but may not be.  Another suggestion was to include a mix of people in the decision making process.  The district’s IT experts, administrators, teachers, and students should be asked to give input.  They also suggested piloting the LMS if possible.  While this could be difficult for some districts, it could provide very useful feedback.  A fourth suggestion was to play an active role when viewing and exploring LMS product demonstrations.  Company representatives may tell you all the cool things that can be done, but it’s more important to ask questions based on the school/district’s specific needs.  The next suggestion was to talk to other schools about their experience with the LMS.  It is best to search out these districts on your own rather than getting a list of suggestions from the vendor directly.  By talking to other schools, the district can find out strengths and frustrations with that particular system.  The sixth suggestion was to consider the complete cost to own the LMS, not just the price of the product.  When using a LMS, districts need to consider costs for:  professional development, support, repair, maintenance, hosting fees, and any network upgrades or hardware.  The final suggestion is to make sure the LMS company is a good fit for the district.  Once the district has made a choice, they will be working with that company for many years.  It is not cheap or easy to switch learning management systems once you’ve implemented one.  Districts will want to be sure the company that is chosen seems to be sticking around and is easy to get into contact with.  The most common LMS companies are:  Agilix, Blackboard, Desire2Learn, Epsilen LLC, Moodle, and Pearson Learning Solutions. 

Reflection: 

            I first heard about learning management systems in a breakout session at the ICE conference last year.  The breakout session was about a district that was implementing 1:1 technology in their schools and the person presenting was in charge of helping teachers use this technology within their curriculum.  She shared many different tools that were used during the literacy block, and Haiku LMS was one of them.  For this article posting I decided to do some research on learning management systems and decide if there was something I’d be able to use in my classroom with the Chromebooks.

            While this article seemed to focus more on what a district needs to consider when choosing a LMS for the whole district, I still found useful information that I could use for myself.  Most importantly, it made me question whether an LMS is really what I want in order to meet the needs of my students.  I’ve spent some time searching for sites that would work best at the elementary level.  I did not care for the layout of Edmodo and I felt it was a little too advanced for what I was looking for.  I think one of the best suggestions was to try using the LMS.  I looked into Haiku, as it seemed more geared for elementary and was what the presenter at the ICE conference suggested.  As I’ve been creating my pages, it’s helping me see first hand what I like and don’t like.  My original needs for using the system was for the use of discussion boards.  What I like about the LMS is that I can include lots of other information for students.  As I was working it, I realized it could be very beneficial for parents as well.  In the past I created a class website using Sites on Google.  I like the idea of using Haiku instead because I can use it for some many more things.  Then, it’s one site that the students would go to and then can access many other things from there. 

            The real test is going to be when I try to implement the LMS with my students.  I’m not 100% positive it will be easy for them to access and use regularly.  I am planning to try it with a few students at first to decide if I feel it’s worth the time and effort to fully implement it into my class. 

Ash, K. (2013, June 12). 7 Steps to Picking Your LMS. Education Week Digital Directions, 25-27.