A presentation I did on integrating the iPad for staff at my school. While nothing here is new I wanted to pull together a few concepts like SAMR, Bloom's taxonomy and workflows.
I think this is a great summary.
3. Bloom’s Taxonomy
Creating
Compile component ideas into a new
whole or propose alternative solutions.
Design
Devise
Compose
Synthesise
Generate
Construct
Evaluating
Make and defend judgments based on
internal evidence or external criteria.
Justify
Value
Contrast
Defend
Argue
Conclude
Analysing
Break down objects or ideas into simpler
parts and find evidence to support
generalisations.
Compare
Question
Categorise
Examine
Test
Differentiate
Applying Apply knowledge to actual situations.
Interpret
Manipulate
Solve
Dramatise
Modify
Illustrate
Understanding
Demonstrate an understanding of the
facts.
Classify
Explain
Recognise
Summarise
Infer
Rewrite
Remembering
Remember previously learned
information.
Arrange
Define
Describe
State
Recognise
Select
Adapted from: http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms-taxonomy/
5. Redefinition
Technology allows for the creation of new tasks,
previously inconceivable
Modification
Technology allows for significant task redesign
Augmentation
Technology acts as a direct tool substitute, with
functional improvement
Substitution
Technology acts as a direct tool substitute, with no
functional change
Transformation
Enhancement
Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009)
6. The SAMR Model
Substitution
Technology acts as a direct tool substitute, with no functional change.
Examples:
• using Microsoft Word to type a narrative
• using Google Docs to take notes
• reading a book with an ebook app
• using the Show Me app in place of a show me board
• digital mathematics objects
Apps:
iBooks World Atlas Place Value K-3 Sight Words Dictionary
7. The SAMR Model
Augmentation
Technology acts as a direct tool substitute, with functional improvement
Examples:
• using Microsoft Word to type a narrative making use of spelling and grammar checker
• using Google Docs to take notes and dragging blocks of text to reorganise
• reading a book with an ebook app and using text to speech to have it read to you
• using the Show Me app in place of a show me board and recording a voice over
• using a maths app for drill and practice with immediate feedback
Apps:
Cat in the Hat Google Earth Thinking Blocks Spelling City Show Me
8. Modification
Technology allows for significant task redesign
Examples:
• using Google Docs to jointly create a presentation which the teacher marks electronically
• reading a book with an ebook app and using text to speech to have it read to you and
then making a retell using Puppet Pals HD
• students work in a collaborative group to solve a problem and then create a video using
Videolicious or Explain Everything to explain step-by-step how they solved the problem
Apps:
Puppet Pals HD Adobe Voice Explain Everything
Play School
Art Maker
iMovie
The SAMR Model
9. Redefinition
Technology allows for the creation of new tasks, previously inconceivable
Examples:
• using Google Docs to jointly create a presentation with students in another country
comparing aspects of culture
• creating a dramatisation of a story using iMovie with music created in Garageband and
sharing it online to You Tube
• taking photos on an excursion which they then map using Google Earth, making a video
about the trip with a voice over and then writing a blog entry to share it
• creating an ebook using Book Creator and publishing it to iBooks
Apps:
Book Creator Garageband Thinglink Videolicious Educreations
The SAMR Model
14. A workflow on the iPad is two things:
1. A means of moving information and data between apps in order to perform more
complex tasks
2. The process of distributing assignments, retrieving student work, giving feedback,
seeing revised work, essentially generating a loop of interaction between students
and teacher
We’re interested in the first definition also known as app smashing.
19. Outcome:
Make a 2 minute video. This task will present a workflow which can be adapted to suit
your curriculum outcomes.
Context:
Role play and character interview. Your students will put themselves into the position of
an individual during a significant historical event. In this case we will use The Great
Plague which occurred in 1065 predominantly in London. What was it like to live in
London during this time? How did the plague effect different classes? What did it feel like
to be in London at this time?
Task
20. 1. Remembering – Research dates, names, places in Safari. Collect images and text, and
don’t forget to reference all of your data.
Research
21. 2. Understanding – Review your text and images. Your images are saved in the Photos
app. Which images will you be using to illustrate your work? Compose your supporting
text in Notes, don’t forget to reference where your photos came from.
Note-taking
22. 3. Applying and Analysing – Pen and paper? Use your note paper to storyboard your
movie. Consider how each scene might be shot. Will you be interviewing a friend? Which
locations will you record in? If you can draw the scenes great! If not write down a brief
overview of your proposed movie.
Carefully script your movie, how does your character feel? Which class does he belong to
and what can he do considering his position? Present your storyboard and script to your
teacher for assessment. Once approved move onto making your movie!
Understanding
23. 4. Analysing and Creating - Use iMovie to bring all of your media together. Use the still
images in your Photos library and place Titles on the slides from your Notes. Record and
edit your movie all within iMovie.
Creating
24. 5. Collaboration – Preview your movie. When you are happy you will need to share it with
your teacher. From iMovie select the share button and choose YouTube. If you use
Google Apps for Education (GAFE) or have a youtube account, sign in and select
Unlisted under the Privacy option. Now just share your YouTube link with the teacher.
Sharing & Publishing
26. Outcome:
Make me a magazine cover. Tell me about a topic which you are interested in, and really
try to sell your area of interest to me.
Context:
Focus on the messages you are trying to depict. Which colours and fonts stand out?
What is your main focus and how important is the main image that you choose? Page
layout and good design are vital in the media rich world we live in.
Task
27. 1. Remembering – What hobbies do you have? Do you have a favourite magazine or
website? Focus on your hobby, outline all of the outlets you can use use to follow this
area of interest.
Research/Note-taking
28. 2. Understanding – Summarise the marketing methods used. Identify and illustrate with
screen shots using Popplet.
Understanding
29. 3. Applying and Analysing - Use skitch to annotate your screen shots. Begin to sketch out
your ideas for a magazine or web page to market your interest.
Understanding
30. 4. Analysing and Creating - Use Pages to prepare you final magazine cover or webpage.
Consider your use of space, colour, text and word choice.
Creating
31. 5. Collaboration – Inside pages select the share button and choose: Open in Another App.
Select PDF as your final document choice. Upload your PDF into Evernote. Make sure
you select a workbook which is shared with the teacher. The teacher may choose to give
you assessment recorded as an audio message in the same folder.
Sharing & Publishing
It’s about going beyond drill and practice
Higher order thinking skills
Why would we want to do this? Increased engagement, improved outcomes
Workflow and app smashing
important to note that this is not a hierarchy
critical thinking skills
requires us to make changes to the curriculum - innovate
powerful - allows us to closely integrate technology
again not a hierarchy
higher order thinking skills are associated with Transformation
all levels are suitable in context
completely acceptable to use apps at various levels to support student learning e.g. drill and practice to learn maths skills or reading books from ebook readers
different apps can fit into different levels depending on how they are used
at this level apps can be directly switched for traditional, real world objects
makes use of some advanced features of technology, but the task is fundamentally unaltered
task are dramatically altered and make use of the advanced features and affordances of apps
rather than thinking “How can we do what we have always done using this technology?” think “How does this technology allow us to achieve curriculum outcomes more efficiently or in ways that were previously impossible?”
redefinition is about fundamentally altering how we think about learning tasks
a shift in pedagogy toward student-centred learning
direct teaching still necessary, but students demonstrate learning differently
focus on sharing and collaboration
invites creativity
supported by array of innovative apps
if we assume that Redefinition requires creativity then we can begin to see ties between higher order thinking skills defined in blooms taxonomy
high degree of overlap
no clear cut connections - education is squishy stuff, but we can assume that if we are redefining the curriculum then we are using verbs from creating and evaluating
in the examples below connections between apps are made through inter-app communication
some workflows require students to pass work through Dropbox or Google Drive
in iOS 8 there will be more scope for inter-app communication and Apple will introduce iCloud Drive
research does not necessarily mean using Google - it really refers to gathering information
note-taking refers to gathering relevant information together
understanding is sorting the information so that it forms a coherent picture
creating is the production of work that demonstrates understanding
sharing and publishing means that the work may be published to the teacher, in the class, school or on the internet to be shared elsewhere
links to Inquiry based learning are obvious
some examples of iPad workflows
we can draw together the SAMR model, Bloom’s taxonomy and workflows and look at the connections between
although this is an academic exercise it illustrates what we might achieve
