Remember that scene in Ghostbusters, when the Stay Puft Marshmallow Man showed up to devour the city and the other Ghostbusters started yelling at Ray.. "What did you do Ray!!!" Well, integrating technology into your classroom for the first time can feel exactly like that. Fear not, it gets easier, but you must start the fight somewhere....and it's ok to cross the streams...
I have been fortunate enough to teach in a district that moved to 1:1 situation at the HS level 2 years ago. During that process, we covered many of the models that were introduced this week. Of them all (TPACK, SAMR, Etc), the one I keep coming back to, both for this discussion and at my school, is the below picture. This illustration is a combination of the SAMR model and some of Blooms Taxonomy.
("SAMR and Bloom's Taxonomy: Assembling the Puzzle", 2017)
SAMR was a simple way to realize how we (teachers) can make a move to a more innovative classroom through technology. There is a line between Augmentation and Modification of the SAMR model that can start to transform classroom instruction. I think its important to understand that not EVERY classroom activity has to live above the SAMR line..just like not every activity has to be working at the highest level of Blooms. When first starting out using technology in a classroom, teachers should look to Substitution and Augmentation. This allows not only the teacher to get comfortable with technology, but also the students.
Like anything that we do, there has to be a progression in learning. We cannot expect to go from zero to hero overnight. Start small, build confidence in oneself, and look for better things. Also, don't be afraid to ask student's to create on their own. Give them a problem and let them go.. you'll be amazed in the products they can create.
Mark,
ReplyDeleteYou mentioned the line between Augmentation and Modification and the idea that it is unnecessary for every activity to be above this line. I completely agree with this. I think many teachers are fastidiously working to be in the Modification and Redefinition levels and overlook simplifying the process of instruction/learning when it needs to be simplified. In all fairness, I found myself in this category. After a few failed lessons I took a step back to get more comfortable with the technology and how the students would respond to it. Now that I am much more adept with the technological tools and by this point, students are as well, I do strive for my lessons to be in the Modification and above range. If I were constantly in the Augmentation and below range, there would really be no point in the technology.
In order to best prepare students for post-secondary life it is important to provide them with as much exposure as possible to collaboration, critical thinking, communication and creativity. I don't think that Augmentation and Substitution really help foster any of these skills when used on a continuous basis without reaching into the above levels. With that said, I do feel that Augmentation and Substitution are necessary, as you mentioned, as a beginner level use of technology. There are also several conveniences that make the students more efficient learners, but requires students to use the technology minimally...And as you state in your post, this is okay.
Mark,
ReplyDeleteI’m glad you pulled in the graphic about SAMR compared to Bloom’s because this also made a lot of sense to me. Working on this assignment is the first time I had seen that graphic, and I think if I would’ve seen it previous to this class, I would’ve had a better understanding of the SAMR model. When we were first introduced to SAMR, I thought it was the goal to get everyone above the line all the time. I remember during trainings hearing about how we just want to be in substitution and augmentation in year one, and then in year two we want to move everyone up the ladder. However, when you compare this model with Bloom’s, that’s really an impossible feat. How can a student analyze and evaluate concepts if they cannot remember or understand those concepts? In other words, I think you are right. Not every lessons has to, or should be, above the line. There are foundational skills and knowledge that students need that may not be best taught above the line. With that being said, redefining tasks and having students create work, may in fact take the place of those lower level skills, but I truly don’t believe this works for all learners. I like your last sentiment about being amazed at what students can create. This is so true, and is easy to forget. Technology allows us to hand over the reigns to students and make them the possessors of knowledge. We should always keep in mind that this is the goal of technology integration.
"Well, integrating technology into your classroom for the first time can feel exactly like that. Fear not, it gets easier, but you must start the fight somewhere....and it's ok to cross the streams..."
ReplyDeleteMark, this is so true! I love the intro to your post. Sometimes starting is the hardest part when it comes to integrating technology into the classroom. I also love your advice about starting small. So important!