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Samr+Digital Blooms
This document summarizes a presentation on learning and teaching with learning technologies. It discusses exploring the SAMR model to understand deeper integration of technology to enhance classroom learning. Examples are provided of how technology could be used at different levels of the SAMR model in English and math lessons. Staff are encouraged to link technology use to their pedagogy by choosing a task and scaffolding it through the levels of the SAMR model. A digital Bloom's taxonomy is also presented to illustrate how technology can be applied at different levels of cognitive process.
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Samr+Digital Blooms
- 1. Digital Pedagogy LeadersMarch 2018 Learning & Teaching with Learning Technologies
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- 3. To develop anunderstanding of the SAMR ladder for deeper integration of Learning Technology as a tool for enhancing classroom learning and teaching “ ” Intended Outcome
- 4. 2.6 Information CommunicationTechnology 3.4Select and use resources 4.5 Use ICT safely, responsibly and ethically
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- 8. This is nota ‘yeah but’ session - the easiest challenge with LT is to make it work…. … the hardest challenge is for teachers to change their pedagogy to embrace the full potential of LT…..
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- 15. What’s the currentreality? Planning Look at this term and also your upcoming planning Record where LearningTechnology was/is planned for
- 16. What’s the currentreality? In your planning…… what are the patterns? what opportunities are there? what were the commonalities?
- 17. The question shouldn’tbe “what devices should we buy?”, the question should be,“What learning do we want to happen?” @gcouros
- 18. Exploring the SAMRModel Dr Reuben Puentedura
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- 21. ENHANCEMENT TRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change.
- 22. ENHANCEMENT TRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement.
- 23. ENHANCEMENT TRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign
- 24. ENHANCEMENT TRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Redefinition ICT allows for the creation of new tasks, previously inconceivable
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- 26. ENHANCEMENTTRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. What will I gain by replacing the older technology with the new technology?
- 27. ENHANCEMENTTRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. What will I gain by replacing the older technology with the new technology? Augmentation ICT acts as a direct tool substitution with functional improvement. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level?
- 28. ENHANCEMENTTRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. What will I gain by replacing the older technology with the new technology? Augmentation ICT acts as a direct tool substitution with functional improvement. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? Modification ICT allows for significant task/learning redesign How is the original task being modified? Does this modification fundamentally depend upon the new technology?
- 29. ENHANCEMENTTRANSFORMATION Substitution ICT acts asa direct tool substitution with no real functional change. What will I gain by replacing the older technology with the new technology? Augmentation ICT acts as a direct tool substitution with functional improvement. Have I added an improvement to the task process that could not be accomplished with the older technology at a fundamental level? Modification ICT allows for significant task/learning redesign How is the original task being modified? Does this modification fundamentally depend upon the new technology? Redefinition ICT allows for the creation of new tasks, previously inconceivable What is the new task? How is the new task uniquely made possible by the new technology?
- 31. Substitution ICT acts asa direct tool substitution with no real functional change.
- 32. Augmentation ICT acts asa direct tool substitution with functional improvement. Substitution ICT acts as a direct tool substitution with no real functional change. Spell Grammar Images
- 33. Augmentation ICT acts asa direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Substitution ICT acts as a direct tool substitution with no real functional change.
- 34. Augmentation ICT acts asa direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Substitution ICT acts as a direct tool substitution with no real functional change. Redefinition ICT allows for the creation of new tasks, previously inconceivable
- 37. Substitution ICT acts asa direct tool substitution with no real functional change.
- 38. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Spell Grammar Formatting
- 39. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign
- 40. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Redefinition ICT allows for the creation of new tasks, previously inconceivable
- 43. Substitution ICT acts asa direct tool substitution with no real functional change.
- 44. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement.
- 45. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign
- 46. Redefinition ICT allows forthe creation of new tasks, previously inconceivable Substitution ICT acts as a direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign 24/7
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- 52. English example PersuasiveText Word processorto: Create Share Learning Use ofTechnology
- 53. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Learning Use ofTechnology
- 54. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Learning Use ofTechnology
- 55. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Learning Use ofTechnology
- 56. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Share Learning Use ofTechnology
- 57. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Share Collaborate Learning Use ofTechnology
- 58. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Share Collaborate Seek feedback Learning Use ofTechnology
- 59. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Share Collaborate Seek feedback Respond Learning Use ofTechnology
- 60. English example PersuasiveText Word processorto: Create Share I can have an opinion and support it with evidence Use Google docs to: Create Share Collaborate Seek feedback Respond Capture the learning process Learning Use ofTechnology
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- 64. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Learning Use ofTechnology
- 65. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Learning Use ofTechnology
- 66. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Video, audio, screencast, photos Learning Use ofTechnology
- 67. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Video, audio, screencast, photos Share via: Learning Use ofTechnology
- 68. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Video, audio, screencast, photos Share via: Online spaces,YouTube, digital portfolio Learning Use ofTechnology
- 69. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Video, audio, screencast, photos Share via: Online spaces,YouTube, digital portfolio Gather feedback via: Learning Use ofTechnology
- 70. Maths example Fractions Digital worksheet Ihave mastered a concept when I can teach others Capture learning via: Video, audio, screencast, photos Share via: Online spaces,YouTube, digital portfolio Gather feedback via: Forms, comments Learning Use ofTechnology
- 71. Staff Survey Linking toPedagogy
- 72. Staff Survey Linking toPedagogy Mark your planned tasks
- 73. Staff Survey Linking toPedagogy Choose a task Mark your planned tasks
- 74. Staff Survey Linking toPedagogy Choose a task Scaffold it through SAMR Mark your planned tasks
- 75. Staff Survey Linking toPedagogy Choose a task What might it look like now? Scaffold it through SAMR Mark your planned tasks
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- 78. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Redefinition ICT allows for the creation of new tasks, previously inconceivable ENHANCEMENTTRANSFORMATION
- 79. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Redefinition ICT allows for the creation of new tasks, previously inconceivable ENHANCEMENTTRANSFORMATION Apply Understand Remember
- 80. Substitution ICT acts asa direct tool substitution with no real functional change. Augmentation ICT acts as a direct tool substitution with functional improvement. Modification ICT allows for significant task/learning redesign Redefinition ICT allows for the creation of new tasks, previously inconceivable ENHANCEMENTTRANSFORMATION Create Evaluate Analyze Apply Understand Remember
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- 82. Where do yourapps/extensions/programs fit? bit.ly/PWENGV5 Create Evaluate Analyze Apply Understand Remember PadagogyWheel
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