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djplaner

Application of the SAMR model | isupport - 4 views

isupport.com.au/...application-of-the-samr-model

shared by djplaner on 28 Jul 13 - No Cached
  • These processes are ingrained and simple. The devices we use are all around us, they are ubiquitous and the outcomes obtainable.
    • djplaner
      djplaner on 28 Jul 13
       
      In other words, the technology has become mythic (in the sense suggested by Postman's 5 things to know about technological change)
    • Leigh Campbell
      Leigh Campbell on 29 Jul 13
       
      Does this imply that there will be a time where the subject ICT and pedagogy won't be necessary?
    • djplaner
      djplaner on 30 Jul 13
       
      That Leigh, is a very good question. One we'll pick up on in coming weeks (if not before)
    • Teagan Childs
      Teagan Childs on 30 Jul 13
       
      Very good question Leigh!
    • djplaner
      djplaner on 16 Mar 14
       
      In short, I think there will be a time when a course like ICT and Pedagogy won't be needed.
  • Dr Puentedura displayed this brilliant slide introducing the SAMR Ladder, and offered the following advice.
    • djplaner
      djplaner on 28 Jul 13
       
      Click on the image below and read the "SAMR ladder".  These will be useful questions to ask yourself over the coming weeks.
  • What is it that you have always wanted to accomplish in terms of educational goals that you couldn’t accomplish before?
    • djplaner
      djplaner on 28 Jul 13
       
      A reason to use ICTs in learning and teaching?
  • ...3 more annotations...
  • Technology is used a lot but only in low level uses (ie Facebook, and Google search). If asked to perform a “complex” task such as creating a presentation or editing a photograph most teachers would come unstuck.
    • djplaner
      djplaner on 28 Jul 13
       
      Does this apply to you? Has your studies given you an opportunity to move beyond?
    • Nicole Hunter
      Nicole Hunter on 02 Aug 13
       
      I have used new software and packages during my uni course that I wouldn't have otherwise experienced. It is great to be pushed into that uncomfortable stage while learning a new program but the achievement feeling when you have worked it out is great and very rewarding. There is so much out there that could be used in the classroom but you need to seek it out!
    • Ali Meadows
      Ali Meadows on 03 Aug 13
       
      Until I started EDC3100 I wouldn't have considered myself a 'low level user'. I am however making progress. It is challenging at times since there are so many resources that can be applied. Without this course I would have been in the dark about the possibilities.
  • We know when we have achieved successful technology integration: it is when we use technology without even thinking about it.
    • Kate Dugdale
      Kate Dugdale on 30 Jul 13
       
      I love this.  Successful technology integration is when it is just part of what we do.  Like postman's ecological thinking. 
  • as technology evolves we must evolve too
  • djplaner on 28 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • ...1 more comment...
  • Leigh Campbell on 29 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Teagan Childs on 30 Jul 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
  • Nicole Hunter on 02 Aug 13
     
    A new reading for the week 3 learning path. Introduces the SAMR model and has some broader comments.
Anna Murphy

The Technology Integration Planning Model | Here They Are! - 5 views

blendingict.wordpress.com/...ogy-integration-planning-model

technology technology integration planning model

shared by Anna Murphy on 15 Apr 14 - No Cached
  • Anna Murphy on 15 Apr 14
     
    "The Technology Integration Planning Model"
djplaner

Digital Literacy Dover: The RAT, SAMr, Transformative Technology, & Occam's Razor - 2 views

doverdlc.blogspot.com.au/...transformative-technology.html

rat samr models

shared by djplaner on 21 Feb 15 - No Cached
  • djplaner on 21 Feb 15
     
    Starting in about week 2 the course asks folk to think about the value/nature/impact of uses of ICT in pedagogy. In prior offerings we've used the SAMR model as one way of thinking. I'm currently thinking of moving to the RAT or perhaps RATL model. This post expands on RAT and in particular has a go at explaining what is meant by transformation and also an interesting way of talking about how (or if) you progress through the levels. Good references as well.
jadephilp

The Australian Curriculum v4.2 Information and Communication Technology (ICT) capabilit... - 3 views

www.australiancurriculum.edu.au/...Continuum

shared by jadephilp on 12 Mar 13 - No Cached
    • Kirstie Willadsen
      Kirstie Willadsen on 12 Mar 13
       
      This bubbl.us concept map in an example of what the teacher can use to create resources for students as well as a way students can demonstrate creatively their ideas and understanding of ICT.  This links directly to what foundation year students should be able to achieve by the end of the year found under the creating with ICT heading.  
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • ...15 more annotations...
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples
  • Generate ideas, plans and processes use ICT to generate ideas and plan solutions Show examples Examples: using tables, photos and sketches in planning documents English (ACELY1682) Science (ACSIS054) History (ACHHK078) Generate solutions to challenges and learning area tasks create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes Show examples Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • Generate ideas, plans and processes
  • Define and plan information searches
  • Examples: explaining why a source of digital information was used or trusted in preference to another Mathematics (ACMNA057) English (ACELA1793) History (ACHHS068) Level 4 Typically by the end of Year 6, students: Define and plan information searches use a range of ICT to identify and represent patterns in sets of information and to pose questions to guide searching for, or generating, further information Show examples Examples: using tables, charts and graphic organisers such as concept maps Mathematics (ACMSP119) English (ACELY1704) History (ACHHS120) Science (ACSIS086) Locate, generate and access data and information locate, retrieve or generate information using search engines and simple search functions and classify information in meaningful ways Show examples Examples: searching and locating files within school directory; searching across web or within site; organising in folders, tables or databases, using simulations to generate and organise information on real world problems Mathematics (ACMSP145) English (ACELY1712) Science (ACSIS104) History (ACHHS101) Select and evaluate data and information assess the suitability of data or information using a range of appropriate given criteria Show examples Examples: selecting the most useful/reliable/relevant digital resource from a set of three or four alternatives Mathematics (ACMNA128) English (ACELY1704) Science (ACSIS087) Level 5 Typically by the end of Year 8, students: Define and plan information searches use a range of ICT to analyse information in terms of implicit patterns and structures as a basis to plan an information search or generation Show examples Examples: using graphic organisers to plan a search with links to sources Mathematics (ACMNA174) English (ACELY1723) Science (ACSIS125) History (ACHHS208) Locate, generate and access data and information locate, retrieve or generate information using search facilities and organise information in meaningful ways Show examples Examples: searching within document – find/search/buttons/tabs; using search strings; accessing primary data through online or local equipment; using simulation tools to test hypotheses to problems Mathematics (ACMSP284) English (ACELY1723) Science (ACSIS129) History (ACHHS208) Select and evaluate data and information assess the suitability of data or information using appropriate own criteria Show examples Examples: applying criteria developed for an enquiry or project; considering the adequacy of source of information English (ACELY1734) Science (ACSIS125) History (ACDSEH030) Level 6 Typically by the end of Year 10, students: Define and plan information searches select and use a range of ICT independently and collaboratively, analyse information to frame questions and plan search strategies or data generation Show examples Examples: using wikis or other shared documents; searching databases Science (ACSIS165) History (ACHHS168) Locate, generate and access data and information use advanced search tools and techniques or simulations and digital models to locate or generate precise data and information that supports the development of new understandings Show examples Examples: using logical statements such as true/false; searching within fields or for data type; using data logger equipment, digital microscope; using digital models to test and adjust hypotheses to problems Mathematics (ACMSP227) Science (ACSIS199) History (ACHHS186) Select and evaluate data and information <DIV class=elmark
  • use ICT to plan an information search or generation of information, recognising some pattern within the information,
  • locate, retrieve or generate information from a range of digital sources
  • Examples: editing text, images, audio, and video for presentations and story-telling; transforming data between numerical and graphical digital representation; applying editing strategies Mathematics (ACMMG091) English (ACELY1685) History (ACHHS071) Level 4 Typically by the end of Year 6, students: Generate ideas, plans and processes use ICT effectively to record ideas, represent thinking and plan solutions Show examples Examples: using timeline software to plan processes; using concept mapping and brainstorming software to generate key ideas; using graphic and audio visual software to record ideas Mathematics (ACMNA123) English (ACELY1704) Science (ACSIS086) Generate solutions to challenges and learning area tasks independently or collaboratively create and modify digital solutions, creative outputs or data representation/transformation for particular audiences and purposes Show examples Examples: manipulating and combining images, text, video and sound for presentations; creating podcasts; applying purposeful editing and refining processes Mathematics (ACMSP119) English (ACELT1798) Science (ACSIS090) History (ACHHS106) Level 5 Typically by the end of Year 8, students: Generate ideas, plans and processes use appropriate ICT to collaboratively generate ideas and develop plans Show examples Examples: sharing documents including text, graphics and numbers Mathematics (ACMNA189) English (ACELY1720) Science (ACSIS144) Generate solutions to challenges and learning area tasks design and modify simple digital solutions, or multimodal creative outputs or data transformations for particular audiences and purposes following recognised conventions Show examples Examples: creating movies, animations, websites and music; programming games; using spread sheets; managing and editing original source materials Mathematics (ACMNA187) English (ACELY1728) Science (ACSIS129) History (ACHHS214) Level 6 Typically by the end of Year 10, students: Generate ideas, plans and processes select and use ICT to articulate ideas and concepts, and plan the development of complex solutions Show examples Examples: using software to create hyperlinks, tables and charts; using design and project planning software English (ACELY1751) Generate solutions to challenges and learning area tasks Design, modify and manage complex digital solutions, or multimodal creative outputs or data transformations for a range of audiences and purposes Show examples Examples: modelling solutions in spread sheets, creating movies, animations, websites and music; programming games; using databases; creating web pages for visually impaired users; using advanced functions to manage and edit digital products for desired effects Mathematics (ACMNA229) English (ACELT1773) Science (ACSIS203) History (ACHHS193)
  • create and modify simple digital solutions, creative outputs or data representation/transformation for particular purposes
  • use ICT to generate ideas and plan solutions
  • use appropriate ICT tools safely to share and exchange information with appropriate known audiences
  • understand that computer mediated communications are directed to an audience for a purpose
djplaner

SAMR Model by Mark Glynn on Prezi - 0 views

prezi.com/...samr-model

edc3100redesign week1 samr

shared by djplaner on 18 Feb 13 - No Cached
  • djplaner on 18 Feb 13
     
    A prezi which incorporates a range of videos to introduce the SAMR model
djplaner

The SAMR Model | Piktochart Infographic Editor - 1 views

magic.piktochart.com/...2016705-the-samr-model

samr

shared by djplaner on 05 Jun 14 - No Cached
  • djplaner on 05 Jun 14
     
    An infographic giving an overview of the SAMR model. Originally shared by @tamigrl88
aaron1992

Learning Theories, Learning Models, Learning Theory Summaries - in Plain English! - 2 views

www.learning-theories.com

edc3100 resources education sharing learntolearn development

shared by aaron1992 on 01 Mar 12 - Cached
  • djplaner on 01 Mar 12
     
    A "knowledge base" learning theories and models.
  • aaron1992 on 20 Jul 14
     
    Theories and Models of Learning for Educational Research and Practice. This knowledge base features learning theories and models that address how people learn. A resource useful for scholars of various fields, including educational psychology, instructional design, and human-computer interaction.
djplaner

"Slowmation" by Kathryn Paige, Brendan Bentley et al. - 2 views

ro.ecu.edu.au/1

week2 why

shared by djplaner on 25 Feb 16 - No Cached
nruthie liked it
  • djplaner on 25 Feb 16
     
    Journal paper that talks about a particular use of ICT in learning. May be referenced a bit in the week 2 learning path to touch on "why" ICT is used with pedagogy. *Abstract* Slowmation is a twenty-first century digital literacy educational tool. This teaching and learning tool has been incorporated as an assessment strategy in the curriculum area of science and mathematics with pre-service teachers (PSTs). This paper explores two themes: developing twenty-first century digital literacy skills and modelling best practice assessment tools. In the growing debate about the impact of multi-model representations, researchers such as Hoban and Nielsen, and Brown, Murcia and Hackling emphasise the development of conceptual understandings and semiotics. This paper focuses on PSTs' experiences of and reflections on Slowmation as an educational tool. Data was collected from a cohort of final year PSTs who created, presented and reflected on their Slowmation process.
djplaner

Goodbye SAMR, Hello RATL! | IGNITEducation - 2 views

igniteducation.com/...goodbye-samr-hello-ratl

SAMR RATL models

shared by djplaner on 21 Feb 15 - No Cached
  • However the middle two levels of Augmentation and Modification are amorphous at best, at least when it is viewed from a classroom perspective.
  • to a classroom practitioner, the delineation may not be so clear. SAMR may function well as a model for researchers, but as a four point rubric for school districts, SAMR has been less effective than I had hoped.
  • In summary, SAMR gives educators poorly defined criteria while setting the goal at the very top of the framework.
  • ...1 more annotation...
  • Take note that the TARGET resides at level three, giving room for the student to excel
  • djplaner on 21 Feb 15
     
    Identifies some issues with SAMR model and proposes an extension to the RAT framework. Adds L for leadership to produce RATL.
David de Kroon

Home of Choice Theory - William Glasser Institute - 0 views

www.wglasser.com

shared by David de Kroon on 25 Mar 14 - Cached
  • Educators: Are you a teacher who is overwhelmed by all the mandates of what you must do with your students that just doesn't seem humanly possible? Do you recognize that the way you were taught to teach only works for your top students?
    • David de Kroon
      David de Kroon on 25 Mar 14
       
      talking about Glasser model
  • David de Kroon on 25 Mar 14
     
    Leadership model
talithagraceking

Spelvetenskapliga betraktelser: Open letter to Dr. Ruben Puentedura - 0 views

spelvetenskap.blogspot.com.au/...er-to-dr-ruben-puentedura.html

shared by talithagraceking on 12 Mar 16 - No Cached
  • Quite frankly I found the SAMR-model, as it was presented, to be over simplistic and even trivial.
  • The idea that technology not only affects the quality and efficiency of tasks but also changes the conditions for communication, interaction and learning,
  • There are, for instance, studies showing the decreased reading abilities among Swedish children can be tied to an increase in computer use
  • djplaner on 12 Mar 16
     
    A Swedish academic writes an open letter raising some concerns about the SAMR model. A common model for understanding what ICT can be used for. Mentioned briefly in the week 3 learning path.
mindofmrsbarrett

6 Blended Learning Models: When Blended Learning Is What's Up For Successful Students -... - 1 views

elearningindustry.com/d-learning-successful-students

shared by mindofmrsbarrett on 26 Apr 17 - No Cached
  • mindofmrsbarrett on 26 Apr 17
     
    Interesting read on models to integrate blended learning in classrooms
Jessica Cunningham

Eight Ways to Model Technology Use - 4 views

fluency21.com/...t-ways-to-model-technology-use

shared by Jessica Cunningham on 15 May 13 - No Cached
  • Jessica Cunningham on 15 May 13
     
    Great ideas to implement technology use school wide
Michelle Thompson

Blended Learning - YouTube - 1 views

www.youtube.com/watch

blended blended learning learning youtube EDC3100 FFF education ictexamples digital citizenship technology sharing collaborating groups web2.0 differentiating specialed learningdifficulties saving efficiency teaching

shared by Michelle Thompson on 12 May 13 - No Cached
  • Michelle Thompson on 12 May 13
     
    Innovative use of blended learning, using a rotating centres approach: Teacher instruction, Group work, Technology group. They are able to do more differentiated instruction within this model and looks like they're using some digital curriculum or an LMS.
peta82

Teachers, Teaching and ICTs | infoDev - 2 views

www.infodev.org/...teachers-teaching-and-icts

ict pck teachers

shared by peta82 on 30 Jul 15 - No Cached
  • ICTs are used in education in two general ways: to support existing ‘traditional’ pedagogical practices (teacher-centric, lecture-based, rote learning) as well as to enable more learner-centric, ‘constructivist’ learning models. Research from OECD countries suggests that both are useful, but that ICTs are most effective when they help to enable learner-centric pedagogies.
  • despite rhetoric that ICTs can enable new types of teaching and learning styles, for the most part they are being used to support traditional learning practices.
    • djplaner
      djplaner on 30 Jul 15
       
      Experience in EDC3100 supports this. People tend to use ICT to enhance existing methods, rather than for transforming what they do. Especially in Assignment 3 (which is based on Professional Experience).
  • The existence of formal and informal communities of practice and peer networks can be important tools to support ICT in education initiatives and activities. Such support mechanisms can be facilitated through the use of ICTs.
    • djplaner
      djplaner on 30 Jul 15
       
      This is one of the main reasons behind the push for you to create a Personal Learning Network. A PLN is a peer network that can be an important aid to your teaching.
  • ...3 more annotations...
  • Adequate time must be allowed for teachers to develop new skills, explore their integration into their existing teaching practices and curriculum, and undertake necessary additional lesson planning, if ICTs are to be used effectively
  • Effective teacher professional development should approximate the classroom environment as much as possible. "Hands-on" instruction on ICT use is necessary where ICT is deemed to be a vital component of the teaching and learning process. In addition, professional development activities should model effective practices and behaviors and encourage and support collaboration between teachers.
    • djplaner
      djplaner on 30 Jul 15
       
      Is EDC3100 achieving this?
  • By providing access to updated and additional learning resources, ICTs can enable teacher self-learning in his/her subject area.
  • djplaner on 30 Jul 15
     
    A summary of work done by a World Bank supported group. Attempts to summarise what is known about the use of ICT in education -- original shared by Lisa Stewart
  • peta82 on 02 Sep 16
     
    what do we know about successful pedagogical strategies?
jac19701212

NARST: Publications - Research Matters - to the Science Teacher - 2 views

www.narst.org/...pck.cfm

PCK ICT3100

shared by jac19701212 on 03 Apr 15 - No Cached
  • Pedagogical content knowledge is a form of knowledge that makes
  • how that knowledge is organized and used
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Pedagogical content knowlegde - a form of knowledge that makes teachers teachers rather than being experts in their field - the difference is in the how subject matter knowledge is organised and used --> the teacher's knowledge of a subject is organised form a teaching perspective and is used as a basis to help students understand specific concepts.
  • ...15 more annotations...
  • teacher's knowledge of science is organized from a teaching perspective and is used as a basis for helping students to understand specific concepts.
  • experienced
  • teachers teachers
  • a model of pedagogical content knowledge that results from an integration of four major components, two of which are subject matter knowledge and pedagogical knowledge. The other two other components of teacher knowledge also differentiate teachers from subject matter experts
  • One component is teachers' knowledge of students' abilities and learning strategies, ages and developmental levels, attitudes, motivations, and prior knowledge of the concepts to be taught.
  • The other component of teacher knowledge that contributes to pedagogical content knowledge is teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
    • jac19701212
      jac19701212 on 09 Jun 16
       
      Model of pedagogical content knowledge that results from 4 major components - (1) subject matter, (2) pedagogical knowledge, (3) teachers' knowledge of students' abilities and learning strategies, and (4) teachers' understanding of the social, political, cultural and physical environments in which students are asked to learn.
  • pedagogical content knowledge is highly specific to the concepts being taught, is much more
  • than just subject matter knowledge alone, and develops over time as a result of teaching experience.
  • What is unique about the teaching process is that it requires teachers to "transform" their subject matter knowledge for the purpose of teaching
  • why they teach specific ideas the way they do.
  • This is pedagogical content knowledge
  • Start discussions with other teachers about teaching.
  • Exchange strategies for teaching difficult concepts or dealing with specific types of students.
  • peer coaching
  • sarah1617 on 03 Apr 15
     
    Pedagogical Content Knowledge: Teachers' Integration of Subject Matter, Pedagogy, Students, and Learning Environments by Kathryn F. Cochran, University of Northern Colorado "Those who can, do. Those who understand, teach." (Shulman, 1986, p.
Elise Green

The value of conceptual models: Theories are types of mental models - 1 views

usqstudydesk.usq.edu.au/...view.php

shared by Elise Green on 15 Jul 16 - No Cached
    • Elise Green
      Elise Green on 15 Jul 16
       
      Learning contexts are becoming very digitally driven and so is the future workplace- as a teacher it is our position to make the correct choices to approach our teaching to suit these digital worlds. No matter how new or uncomfortable.  
tgreentree

PCK: A tentative model for teacher preparation - 2 views

files.eric.ed.gov/...ED340683.pdf

pck English

shared by tgreentree on 05 Aug 16 - No Cached
  • djplaner on 07 Aug 16
     
    A 1991 paper that expands upon the idea of PCK and adds some examples, but eventually aims to introduce a model of how PCK can be integrated into teacher preparation.
Melinda Chandler

Telescopic Text → Write - 2 views

www.telescopictext.org/write

narratives EDC3100 writing language English

shared by Melinda Chandler on 03 May 12 - No Cached
  • Melinda Chandler on 03 May 12
     
    Model and share how to make a sentence more descriptive.
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