SR EDU 310 Bloom’s Revised Digital Taxonomy and SAMR
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The document discusses Bloom's Revised Digital Taxonomy and the SAMR model. Bloom's Taxonomy was revised in 2008 to incorporate digital tools and help teachers select activities based on students' mastery levels. The SAMR model, created in 2006, has four levels of technology integration from substitution to redefinition. Both frameworks aim to transform traditional teaching with technology and their levels can be correlated. When used together, they create rigorous 21st century learning experiences for students.
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The document discusses several topics related to integrating technology into classroom instruction including cooperative learning, the role of computers depending on how many are available, the KWL/KWHL instructional planning tool, and the ASSURE model for designing technology-integrated lessons. The ASSURE model involves analyzing learners, stating objectives, selecting methods and materials, utilizing them, requiring learner participation, and evaluating and revising.
Helping others embrace technology revised
This document discusses several frameworks for integrating technology into education: TPACK focuses on the relationships between technological, pedagogical, and content knowledge; SAMR describes how technology can be used for substitution, augmentation, modification, or redefinition of tasks; TIM examines levels of technology integration from entry to transformation; TIP provides a planning process; and a new 21st century learning model implements technology in 5 phases from aligning goals to evaluating resources. The frameworks aim to help educators thoughtfully select, implement, and evaluate educational technologies.
Integrating Technology Models.pptx
This document presents various technology integration models and frameworks for the classroom, including the SAMR model, TIP model, TPACK model, and Triple E Framework model. It discusses the advantages and disadvantages of incorporating technology in the classroom. It also explains key learning theories such as behavioral, cognitive, and constructivist theories that inform technology integration. Each technology integration model is described in detail, including purposes, key elements, and checklists to help with planning and implementation.
Education Technology
Education technology is a systematic process aimed at developing solutions to problems in teaching and learning to help teachers select strategies and media to ensure students achieve learning objectives. It illustrates how teachers can develop more effective curriculums through applied classroom-based research over many years. The essence of education technology is modifying the role of education to benefit students, with technology as an environment where students learn and technology serving to advance education. When content and learning objectives are equivalent, there is no significant difference between traditional and technology-based teaching methods. The core aim of education technology is the cost-effective achievement of measurable learning objectives to help students succeed in a globalized world with limited resources.
Group3.TTLReport.pptx integration dinapa
This document outlines an ICT Competency Framework for Teachers that aims to train teachers in using technology in schools. It describes 6 dimensions of ICT competencies including understanding education policy, curriculum/assessment, teaching, digital skills, organization/administration, and professional learning. It also details 3 levels of pedagogical technology use - knowledge acquisition, advancement, and creation. New technologies discussed include open educational resources, social media, mobile devices, the internet of things, artificial intelligence, virtual/augmented reality, microdata, and coding. The conclusion emphasizes the importance of ongoing teacher training to integrate technology and pedagogy.
Meaningful Use: Getting the Most out of Your Digital Education Program
www.digedu.com
How do we bridge the gap between procuring devices and seeing truly meaningful use by students and teachers? We've reached a point in education where not just teaching models but also teaching tools are in flux - both the rules of the game and the equipment are changing with each day. This is a big shift for schools, teachers, and students, and in many cases, what's missing is the training and support necessary to meaningfully use technology in the classroom. Come away from this presentation with a new understanding of meaningful technology use and of what steps you can take to ensure students are getting the most out of your digital education program.
www.digedu.com
Technological Foundation of Education
This document discusses the impact of technology on curriculum and education. It notes that technology has heavily impacted curricula in recent years and that one of the most frequent suggestions for improving schools is integrating technology into teaching and learning. It describes how technologies like computers, CD-ROMs, digital cameras, online databases, electronic bulletin boards, interactive videos, distance learning, and the World Wide Web are changing curricula and requiring changes to how students learn and how teachers teach. It also discusses how technology will require re-examining the role of parental involvement in children's education.
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- 1. BLOOM’S REVISED DIGITALTAXONOMY AND SAMR Sullivan Reece EDU 310
- 2. Bloom’s Revised DigitalTaxonomy ■ Revised in 2008 by Andrew Church ■ Purpose: Inform educators on incorporating technology and digital tools to facilitate student learning experiences and outcomes ■ Each level of the taxonomy has a description of its relevance, along with examples of digital tools that connect with digital framework – Helps teachers select most appropriate digital activity based on students’ mastery level in the taxonomy ■ Taxonomy levels: remembering, understanding, applying, analyzing, evaluating, and creating
- 4. SAMR ■ Levels: Substitution, Augmention, Modification, and Redefinition – Substitution level is lowest technology integration, reconstruct is the greatest technology integration ■ Created by Dr. Ruben Puentedura in 2006 ■ Purpose: Assist educators with determining the level of technology integration in the classroom ■ A model designed to see how computer technology might impact teaching and learning – Can be used to determine if technology tools implemented into a lesson is enhancing or transforming student learning ■ Ultimate goal is to replace traditional teaching methods with alternate learning environments through technology
- 6. Correlation ■ The ultimate goal for students is to reach the upper levels of both Bloom’s digital taxonomy and the SAMR model ■ The levels of the taxonomy and levels of the SAMR model can be linked to one another – Example: Remembering-Substitution (Remembering tasks are typically associated with the substitution level of technology integration) ■ When used together, a rigorous 21st century learning experience is created for students ■ Both have allowed teachers to replace traditional teaching methods with technology integrated instruction