Post on 27-Jun-2015
description
ICT in LearningSAMR Model Example
Gairloch High School S2 Pupils creating the
script for their podcast
SAMR Model
tran
sfo
rmati
on
En
han
cem
etn
t
Dr Reuben Puentedura
Harvard University
Model for thinking about Technology in
EducationMoves
technology from an
enhancement to learning to a transformation of learning.
Substitution - Technology acts as a direct tool substitute, with no functional change
Modification: Technology allows for significant task redesign
tran
sfo
rmati
on
En
han
cem
etn
t
Augmentation: Technology acts as a direct tool substitute, with functional improvement
Redefinition: Technology allows for the creation of new tasks, previously inconceivable
SAMR Model
Substitution
Substitution - Technology acts as a direct tool substitute, with no functional change
En
han
cem
etn
t
tran
sfo
rmati
on
En
han
cem
etn
t
SAMR Model
Lesley & LouiseAttend
MacBeth Remix
Performance!
Substitution
Substitution - Technology acts as a direct tool substitute, with no functional change
En
han
cem
etn
t
Lesley writes review
Augmentation
Augmentation: Technology acts as a direct tool substitute, with functional improvement
En
han
cem
etn
t
Lesley shares the document
with Louise and they
collaborate in real time
Modification
Modification: Technology allows for significant task redesign tran
sfo
rmati
on
Lesley and Louise research Twitter for all the comments
under the #hashtag
#fbaf214
Redefinition
Redefinition: Technology allows for the creation of new tasks, previously inconceivable
tran
sfo
rmati
on
Lesley and Louise publish review,
share and receive
feedback!
tran
sfo
rmati
on
En
han
cem
etn
t
SAMR Model
R
M
A
S
SAMR as a process - >Redefinition
Redefinition: Technology allows for the creation of new tasks, previously inconceivable
tran
sfo
rmati
on
3rd Millennium Digital LiteraciesSignificant Aspects of Learning
Finding and Using Information Understanding, Analysing and Evaluating
Creating Texts Cultural, Social and Technological Awareness
Search effectively Find information Be responsible about the
places visited online
Critically analyse information for accuracy, bias and relevance Understand the various forms of text which are:
o Multi-modalo Visual video contento Imageso Traditional texto Bite sized messageso Spoken
CfE Text Examples pg.4 Identify the cross-overs
and boundaries between personal and professional roles
Understand copyright, ownership rights and usage of intellectual and digital property
Understand location contexts such as GPS technology and Meta-Data
Organise, store, protect and publicise information and content
Generate new ideas and not just ideas but the assumptions behind them, be curious
Be able to express thoughts appropriately in online environments
Communicate individually, in groups and publicly
Protect and defend the use of technology, digital environments, networks and infrastructures
Be a good digital citizen, know how to report concerns
Participate and collaborate effectively
Keep safe, secure and keep others safe online
Understand social contexts
Know one’s rights and responsibilities
Linked to the Literacy and English – Experiences and Outcomes
SAMR and cultural relevance - Tools to be creative and share!
Embeddable, multi-site share, global audiences - and receive meaningful feedback!
Ruben himself..
youtube.com/watch?v=_QOsz4AaZ2k
SAMR by pupils…
youtube.com/watch?v=OBce25r8vto
The bigger picture……..
webthefilm.com
Thank you for your ongoing support
ICT in Learning TeamLouise.jones@highland.gov.uk
What might the future be like?