Currently, I am teaching 11th grade mathematics
at De La Salle Collegiate High School in Warren, MI. The courses that I instruct are both Algebra
II based, but one is a college prep and the other is an honors level. In my initial research of Web 2.0 tools and
the SAMR Model, I overwhelmed myself with ideas. I have also been bouncing thoughts off of colleagues,
so I hope that this week’s blog isn’t to scatter-brained.
Through researching the SAMR, I differentiated between the
SA and MR phases by thinking of them as categories. The S and A levels are part of the enhancement
category and the M and the R levels are part of the transformation
category. I find that right now, I can use the substitution level of the model.
In this level, there is no functional change to my instruction. Our school went Google a couple years ago,
so I can create a class website using Google Sites. My website will be very beneficial to my students,
especially if they miss class. All the
classwork will be posted on the calendar and the students will have access to an online
file-cabinet that has worksheets and handouts available for download.
The augmentation level is similar to the substitution level,
but the technological substitute offers functional improvement. An idea that I had for this level was using Google
Forms to create shared documents or spreadsheets with my students. The documents can contain something as simple
as a writing prompt that every student must respond to. This will allow me to check for understanding
quickly and receive/give prompt feedback.
The modification level involves considerable task re-design. This level and redefinition are really
occupying my thoughts of late, as I have many ideas flowing. For the modification level, I can use Google Chrome
books (we have a few class sets) in a cooperative in-class project. The students can work collaboratively on
sophisticated math problems. Then,
instead of using the traditional paper and pencil, the can create step-by-step
solution manuals using slides/video applications. As a segue to the redefinition level, the
same cooperative style approach can be used to assist the students in creating
learning portfolios (using a book creator app) or a series of instructional
videos (using something like Educreations).
All in all, the brainstorming has begun and hopefully it will result in
my students achieving more in the classroom.
I am grateful and impressed by what you have written, it is not at all scatter brained. I also have been spinning with thoughts about what to do with SAMR. Having very little experience at all with using technology in the classroom I wasn't sure where to start. Thank you for giving me some possible direction, I hope to post tomorrow.
ReplyDeleteShaun I agree with Barbara it is not at all scatter brained it was very informative as well as passionate. You really put some thought into how to implement all the tools in your math class however i think i liked the modification level the best because it shows your students how to advance from the traditional pen and pencil method of math. For students who may not be that great in math this might be a new way to get them interested with a whole new excitement.
ReplyDeleteThanks ladies. Andrea, I like the modification level as well. I really want to get my hands on an iPad or a similar tablet and mess around with the educational applications. It seems like those have a TON of things to offer teachers in regard to incorporating technology into the classroom as well as tapping into student creativity.
ReplyDeleteThe one thing to keep in mind is that this is simply a model or framework. It is not law or the "right way" to think about technology usage. It is a lens through which one can examine his/her technology use. While I have some minor issues with it, it is one of the clearer and more concise models out there.
ReplyDeleteI agree Dr. Siko, and I definitely do not think of it (or any model/framework) as laws. However, I do like the manner in which the framework is set up by breaking the 4 levels into separate categories: enhancement and transformation. I view the S and A levels as guides for teachers in becoming more productive and the M and R levels as guides to becoming more innovative instructors.
ReplyDeleteHi Shaun,
DeleteI agree with your breakdown of the SAMR model. If I was presenting this at a PD I would use your explanation to clarify for my staff. I feel that many of us probably work at the S & A levels already, but the challenge is taking our instruction to that next level.
Well put, Shaun
DeleteShaun, in my experience mathematics has been one of the subjects that teachers have told me is neglected by the education technology world. It is great to read about your ideas and how you are applying them and thinking about what comes next. On another note I believe that technology almost eliminates snow days. The students can access the assignments on line whether the school is open or not.
ReplyDeleteYou're totally right. We are getting closer and closer to seeing a "blended learning" environment in most schools. It's only a matter of time before schools go in that direction.
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