How Does Technology Fit Into the Classroom: SAMR Model Can Help

We live in the "Digital Age".  Most 5 year olds and younger are able to pick up a tablet or iPhone and know how it operates (within a basic level).  As we have been learning, more and more classrooms are becoming better equipped to take on the technology that is available in today's classroom.  As a new teacher, I am able to learn how and when to use technology in my future class.  With so much at our finger tips we can do anything.  The fact that students are able to use more tools to create, research and deliver content is such a huge advantage for today's learner.  But where does it all fit?  How do we engage the students' minds and thoughts?  Some say technology is bad for them.  Others say it will replace teachers in the future.  I don't believe either of these theories.  Technology is such an integral part of the 21st Century learner.  

Using the SAMR model, teachers can better equip their classroom for the tech advantage.  SAMR is an acronym for: S-Substitution A-Augmentation M-Modification R-Redefinition.  The model was designed by "Ruben Puentedura to provide educators with a framework for successful technology integration." (https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads) See we can't just bring in a bunch of iPads and MacBooks and say ok, let's learn!  An example of Substitution would be reading a book on the iPad as opposed to a physical book.  Augmentation would be the ability to search a word or topic on the internet an or define a word as the student is reading.  It would certainly enhance the literacy experience (I personally use this all the time when I am writing and reading.)  An example of Modification could be sharing a file in Google Drive and collaborating on an assignment together.  "To use technology to modify learning, we add multimedia through video, sound and audio. Students could create a soundtrack in Garageband for a multimedia presentation." (https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads) It also could be creating a learning plan for students with Exceptionalities to assist them in the learning process.  It could be the use of Flipped Classroom, virtual assignments and using video and websites to enhance the learning experience.  Redefinition would be working through a task that can only be accomplished by using tech.  The options are almost limitless to what you can do.  Below is a great info graphic from Kathy Schrock's web site:

This explains it in a simple yet efficient way.  The goal for the teacher is to construct a simple SAMR ladder that is coupled to Bloom’s Revised Taxonomy -- i.e., as the task moves from lower to upper levels of the taxonomy, it also moves from lower to upper levels of SAMR." (graphite.org) So to use SAMR, it is good to revisit Bloom's Taxonomy to help you better understand what it means.  

Using tech aligns well with Standard 3 of the NCPTS in that teacher's understand the content they teach.  As an educator, technology is a great tool to use in the classroom.  But if we do not have an understanding or know how to incorporate technology into the content we teach, we might as well not use it.  If students are not engaged or they are distracted by technology, then it will be hard to get anything done. So it is important to know how and when and why to use technology within a lesson. SAMR and technology also can be associated with Standard 4: Teachers Facilitate learning for their students.  While creating environments using group work, communication skills, critical thinking and problem solving skills as well as developing teams and leaders within the teams, teachers are able to better prepare students for success in the real world and work scenarios they may encounter.  

To sum it all up, technology is very much here to stay and the way in which teachers use it within the classroom is up to them.  It can be a useful tool if used properly and can promote a broader awareness of the world around us.  Also, technology is a useful tool to help encourage and teach students with learning difficulties and exceptionalities.  I plan to take full advantage of any and all technology I will be able to use in my classroom.  I plan to have students do podcasts, using Periscope, Twitter, doing research projects using multimedia (videos, designing info graphics etc...) as well as using online assistance for parents as well as students.  
  

Works Cited:

• https://www.edsurge.com/news/2015-02-06-a-guide-for-bringing-the-samr-model-to-ipads

• http://www.schrockguide.net/samr.html

• https://www.graphite.org/blog/samr-and-blooms-taxonomy-assembling-the-puzzle

Powerful/Purposeful Social Studies

I have been thinking this week about the question: How do I plan powerful & purposeful social studies? and: How do I teach powerful and purposeful social studies?  To answer that question, I searched of the best illustration on what Social Studies is.  "The study of social studies is much more than memorizing historical facts; geographical statistics; or government, civic, and economic terminology. It is really about problem solving, decision making, reflective inquiry, and critical thinking." (Teaching and Reading in Social Studies; 2003)  This was a great description I felt.  To teach powerful Social Studies or any subject for that manner, the teacher needs to learn how to go beyond the typical "memorization of content" so students may pass a test.  For the knowledge to stick and be meaningful, we must be able to differentiate the lesson, and make it interesting.  How do we do this?

As we have been learning, Concept Based learning helps students understand the "so what?" or "why" of a lesson.  It is important to get students to ask questions and to evaluate many options and ideas about a topic.  One approach I have read about is QFT or Question Formulation Technique.  This involves getting students to think about a question that promotes a deeper understanding of the lesson.  Here is an info graphic from teachthought.com :

    

This is a great illustration of what QFT is and how it is used in the classroom.  The Teacher prompts the students with a question (concept), students learn how to create big idea questions that will help them develop better understanding of something.  They learn how to create open ended and closed ended questions.  This really helps them to develop ideas and theories about different subjects.  In Social Studies this would be very useful because there are so many concepts and topics that they will need to understand and be able to develop ideals about.  

This approach demonstrates pretty well the NC Teacher standards: 1: Teachers demonstrate leadership in the classroom.  Teachers need to be able to facilitate learning for their students (Standard 4) as well.  Leading students to develop their ideas about social studies concepts such as human and civil rights to government, QFT would be a great start and a great tool to help.  "Teachers encourage students to ask questions, think creatively, develop and test innovative ideas, synthesize knowledge and draw conclusions. They help students exercise and communicate sound reasoning; understand connections; make complex choices; and frame, analyze, and solve problems." (http://www.ncpublicschools.org/docs/effectiveness-model/ncees/standards/prof-teach-standards.pdf)

I can see using this in my classroom within a small group or group project situation.  I think it would be great for getting students working together and forming opinions.  It would be a great assessment tool as well because while the students are creating their questions, the teacher can get an idea of how much the students are comprehending.  The teacher can then redirect students who need to sharpen their ideas.

QFT and Infographic:

--http://www.teachthought.com/critical-thinking/inquiry/using-the-qft-to-drive-inquiry-in-project-based-learning/

--Teaching Reading in Social Studies A Supplement to Teaching Reading in the Content Areas Teacher’s Manual (2nd Edition)

--http://www.ascd.org/ASCD/pdf/books/doty2003_sample_chapters.pdf

Conceptual Learning

I can see how using concept based learning would be very beneficial to the student's development.  Memorizing and passing tests is a skill in itself and important, but it is not conducive to understanding content.  Understanding a concept is certainly more beneficial and helpful than ONLY retaining the information just to pass.  In looking for some other info on the subject I found this: "Concept-based instruction is driven by “big ideas” rather than subject-specific content. By leading students to consider the context in which they will use their understanding, concept-based learning brings “real world” meaning to content knowledge and skills." (Erikson; 2008) (http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf) Concept based learning is a big contributor to students learning how to think critically and develop ideas and opinions through learning as opposed to only repeating (reciting) the information.  It's the difference between learning/absorbing and memorizing/and eventually forgetting.  Concepts have a better opportunity for being a sustained form of knowledge.  

We are learning that "Topics" are a great tool and reference point when teaching, but "concepts" are much more effective and broader for the students to experience in their learning.  This is a big part of Standard 4 for NCTCS: teachers help students develop critical thinking and problem-solving skills.  Again from further research:  "According to the International Baccalaureate Organization (IBO), teaching and learning that is driven by overarching concepts necessitates that students transfer their knowledge between personal experiences, learning from other disciplines, and the broader global community. Thus, concept-based instruction

mandates more critical thinking at increasingly higher levels of Bloom’s taxonomy. (Erickson 2012)  (http://worldview.unc.edu/files/2013/07/Getting-the-Big-Idea-Handout.pdf) So for instance knowing the "facts" about slavery is a great thing to have in your brain.  But what is the "so what?" of it.  What started slavery?  How did it end?  Were there pros and cons?  These are examples of how concept based learning would fuel the brain to come up with opinions and new ideas about the topic.  This is more intriguing than just knowing what it is, when it stopped, and who was involved.  

So, how do we integrate this style of teaching in the classroom?  We will soon be learning and experiencing that.  I plan to use certain essential questions in all learning endeavors.  In a podcast I recently listened to, an educator advised plastering it on the walls of your classroom and making sure the students know what is expected from them during the learning experience.  Digging into the "so what?" or Why of a subject will help students develop a better understanding of what they are learning.  

Week 1

Hey everybody.  I am Ben Abee (Aye-Bee)--Dr. Parker got it RIGHT! (see Blog Video instruction on BB) and I must say, this is the busiest semester yet here at GWU.  I am 35 years old and finally figured out what I want to be when I grow up!  I have been married to my lovely wife Harmony for 17 years this Oct.  I have 2 boys Samuel (15) and Ashton (13).  I plan to teach in Spring 2017.  I love anything outdoors: gardening, hunting, fishing, camping... and I love music.  I am part of the Worship Team at Vintage Church NC in Randleman.  SO, I am a pretty busy guy.  (Oh, I work full time at a furniture company too!)

I found an article from Uconn.edu that was about a proposal entitled: Connecticut Elementary and Secondary Social Studies Frameworks.  It is a guide basically that would allow teachers a different approach to presenting information to their students.  It would help students connect the information to what they are learning and give them the ability to begin shaping their world view.  Similar to what we are starting to learn about in SSED307.  From the article: "The framework, as spelled out by the State Department of Education, specifies that social studies instruction should be more than a teacher telling students what they need to know. Instead, teachers must guide students through history, economics, geography, and civics, helping them develop their own questions and conduct their own inquiry." (http://today.uconn.edu/2015/01/a-21st-century-approach-to-teaching-social-studies/) I totally agree with this idea of how we as teachers should lead our classrooms.  I look forward to challenging my students philosophically, socially, and mentally on how they learn and how they form their world view and ideals.  I hope to impart to them a great overall picture through social studies of how the world was, how it is, and how it could be in the future.  The "frameworks" are not a mandate but rather a tool to engage students in the content from different angles.  It doesn't really align with the State Standards, so I don't think it would be the best tool, but it is something that could be used to open up new doors to learning.  I think what the purpose of this "framework" would be is to allow students to dive in a bit deeper into local government and how the world is effected by laws and other aspects of government in their lives and globally.