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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.
studentmumma1

Professional development to enhance teachers' practices in using information and communication technologies (ICTs) as cognitive tools: Lessons learned from a design-based research study - 12 views

studymummaedc3100.files.wordpress.com/...wangs_2014_professional.pdf

edc3100 resources education technology ICT conceptual mapping

shared by studentmumma1 on 02 Mar 17 - No Cached
  • studentmumma1 on 02 Mar 17
     
    Hi All, I found this article to be very pertinent to this weeks content in EDC3100. I hope some of you can benefit as well: ABSTRACT (Copied from Sciencedirect) Technology integration in K-12 classrooms is usually overly teacher-centered and has insufficient impact on students' learning, especially in enhancing students' higher-order cognitive skills. The purpose of this project is to facilitate science teachers' use of information and communication technologies (ICTs) as cognitive tools to shift their practices from traditional teacher-centered methods to constructivist, student-centered ones. This paper describes the outcomes and lessons learned from an application of design-based research (DBR) in the implementation and refinement of a teacher professional development (PD) program that is a key component of the overall project. This DBR study involved 25 middle-school science teachers from 24 schools whose implementation of cognitive tools with their students in science classrooms and virtually through a social networking site were observed over four years. A mixed-methodology was utilized to examine the impact of the cognitive tools intervention on teachers' classroom practices and students' development of new literacy skills. Identifying reusable design principles related to technology integration was another focus of the DBR study. The results revealed teachers' positive changes in their classroom practices by gradually allowing students to take control over the use of technology, and positive impact on students' ICT skills and science learning. Design principles for future professional development programs aimed at preparing teachers to adopt a cognitive tools approach are described.
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