OUR PEDAGOGY BEHIND TECHNOLOGY INTEGRATION

• More self-motivated

• Better equipped to capture information

• More reliant on feedback from peers

• More inclined to collaborate

• More orientated to being their own ‘modes of production’ Education Trends | Featured

NewsJohn K. Waters—13 December

2011

WHAT DO WE KNOW ABOUT OUR DIGITAL STUDENTS?

We must develop strategies and effective practices that would utilise the technology, where applicable, to

cater for our students and meet their needs as learners.

We need to understood that todays students would expect nothing less than the technology that is readily

available to them.

That we needed to adopt the notion of…

Anywhere, Anytime Learning within a Mobile Technology Context.

HOW DOES THE AFORE MENTIONED AFFECT TEACHING

When involved in team planning; we must think and focus on the following:

Learning Intention - what will we learn about?

Success Criteria (Evidence of learning) - what can we demonstrate to show that our learning has been successful?

Reflection - how will the students articulate their learning?

Resources - what resources we need?

How can we utilise, if needed, the technology to foster and assist authentic learning?

THE HOW

S A M R was created by Dr. Ruben R. Puentedura in

the early 90s.

The model identifies using technology for more

defined purposes rather than that of ‘Substitution’

purposes.

Allowing technology integration to modify and redefine tasks that set to

ensure that creativity, collaboration and

communication is heavily fostered.

THE SAMR MODEL

appsineducation.blogspot.com

“Teachers need to stop saying, ‘Hand it in,’ and start saying ‘Publish

It,’ instead”Alan November

THE SAMR MODEL

We want our students to direct and personalise their own learning.

When a task is set by teachers, students can be, where applicable, given the space to present their work in a way

that encourages the integration of the the SAMR Model using the technology available to them.

It must be made very clear to students that although they can present their work in a number of ways that is engaging to them, the Learning Intention and Success Criteria must

be met. From here, formal assessment can occur across the task.

STUDENT DIRECTED LEARNING

THE FINDINGS

Since our inaugural year in 2009, we have discovered through data collection,

assessment, and observation the following...

That the technology can be an extremely powerful tool to support student learning.

Differentiation can occur through technology integration when student directed learning opportunities occur.

Online collaboration can become very powerful and meaningful.

We want our learners to not be solely consumers of information. That through their own creativity and publication, they can contribute in a powerful and meaningful way to the internet by giving back.

Promote and publish.

Lastly...

That the integration of technology is not difficult. That students will lead the way and do what works best for

their own learning, as they should.