This link has been bookmarked by 83 people . It was first bookmarked on 10 Sep 2014, by Anja Junginger.
-
26 Mar 15
-
Ashley TanRT @MindShiftKQED: Taking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/uC7X1gLDk1 #edtech #edchat http://…
@kieroneagle @VipulaSharma1 @eslweb @asiaEDchat Or consider November's 6 questions for transformative tech http://t.co/urMJe94pSs #asiaEDasiaED via:packrati.us samr alternative alan november siz questions transformative
-
12 Mar 15
-
07 Mar 15
-
10 Feb 15
-
04 Feb 15
Mrs. LenkerRT @MindShiftKQED: Taking Classroom Tech Use to the Next Level: Specific Traits to Look For via @mindshiftkqed http://t.co/JlAzJkseol
-
03 Feb 15
Andrew DerryDissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with
-
02 Feb 15
-
01 Feb 15
-
Grant MontgomeryTaking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/AdxDW5Ha2V #edtech #edchat http://t.co/ZOvGy6wwp3
-
-
09 Jan 15
-
28 Dec 14
-
24 Dec 14
Donna BaumbachTaking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/r2UWetVmCN #SAMR #trudacot @jgraber @mcleod
-
02 Dec 14
-
26 Nov 14
Tyler AmidonTaking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/r2UWetVmCN #SAMR #trudacot @jgraber @mcleod
— Darren Kuropatwa (@dkuropatwa) November 26, 2014 -
Darren Kuropatwa"The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways."
SAMR edtech classroom teaching InstructionalDesign design trudacot professional learning professionaldevelopment
-
18 Nov 14
-
03 Nov 14
Mr. BiornstadRT @MindShiftKQED: Taking Classroom Tech Use to the Next Level http://t.co/9YIFM9Q08p #edtech #edchat http://t.co/3YrRAtLDiX #yorkuict
-
16 Oct 14
-
02 Oct 14
Cathy HuntRT @MindShiftKQED: Taking Classroom Tech Use to the Next Level http://t.co/tyFkeY4Zbi
#edtech #edchat
http://t.co/uqZrfghLsa -
30 Sep 14
Carlina FiordilinoIdeas for assessing whether technology add value to the learning.
-
28 Sep 14
Sandra TrachTaking Classroom Tech Use to the Next Level: Specific Traits to Look For | MindShift #edchat #education #k12 http://t.co/6ZtseVo2RN
-
sam sherrattTaking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/qKlXEyJBvn #edtech @mcleod http://t.co/QVIT6Oq4D9
-
Jeffrey PlamanTaking Classroom Tech Use to the Next Level: Specific Traits to Look For http://t.co/qKlXEyJBvn #edtech @mcleod http://t.co/QVIT6Oq4D9
Does technology add any value? 6 questions to determine value: http://t.co/CBbT5aTbqk http://t.co/HUkGjfiTw0 -
25 Sep 14
-
23 Sep 14
djmarraDissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with
-
cvbaanDissatisfied with existing frameworks used to judge the effectiveness of classroom tech a group of instructional coaches are trying to build their own tool with
-
19 Sep 14
-
18 Sep 14
-
17 Sep 14
-
David RuhfThis article by Katrina Schwartz discusses the difference between using technology to use technology and using technology to enhance learning. The article talks about how we need to do more then just substitute technology in place of another assignment. It also discusses the role of the tech coach and administrators in professional development of use of technology in the classroom.
-
16 Sep 14
-
15 Sep 14
-
13 Sep 14
ahuntineThis article explains how researchers are trying to find specific traits in a lesson to see if technology has a transformational impact. The goal is to evaluate whether students are using critical thinking skills, learning core aspects of a discipline, and using technology in the most powerful ways.
-
She and her colleagues are trying to codify specific traits that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.
-
Graber doesn’t find that model specific enough to guide educators through the process of improving their use of technology.
-
-
doesn’t provide enough concrete guidance.
-
Does technology add any value?”
-
Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.
-
The ultimate goal is to move from talking about liking or disliking an activity to a deeper evaluation of the lesson, providing useful and actionable feedback to the teacher.
-
Design professional development so it’s all about growth and descriptive feedback, not about evaluation,
-
The goal of this framework is to push past the typical response to digital activities in the classroom that focus on student engagement and instead evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.
-
-
12 Sep 14
-
-
“What did they just learn?” November asked a crowd of educators at ISTE 2014 in Atlanta. “How to take a picture. That’s what they learned.” While the Leafsnap app is cool, it doesn’t meet November’s criteria for using technology. “I think it’s really important to start with a framework of: Does technology add any value?” he said. He uses
-
six questions to determine value, arguing that if the answer is “no” to any of the questions, the use of technology should be considered suspect.
-
- Did the assignment create capacity for critical thinking on the Web?
- Did the assignment reach new areas of teaching students to develop new lines of inquiry?
- Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world?
- Is there an opportunity for students to publish (across various media) with an opportunity for continuous feedback?
- Is there an option for students to create a contribution (purposeful work)?
- Were students introduced to the best example in the world of the content or skill?
-
-
-
Cheryl CostelloTaking Classroom Tech Use to the Next Level: Specific Traits to Look For #edtech #bestpractice #caisct http://t.co/gsaGowNRPr
-
11 Sep 14
-
-
find that model specific enough to guide educators through the process of improving their use of technology. “When we look at SAMR we find that it’s really difficult for leaders to figure out where they’re at and where they need to go,”
-
Alan November agrees with Graber that SAMR doesn’t provide enough concrete guidance
-
create capacity for critical thinking
-
develop new lines of inquiry
-
authentic audiences
-
publish (across various media) with an opportunity for continuous feedback
-
create a contribution (purposeful work
-
introduced to the best example in the world
-
six elements separate what’s transformational from what I would call the $1,000 pencil,”
-
Three of the most important traits they look at when evaluating a lesson are whether it is discipline specific, promotes critical thinking and whether technology is used in transformative ways.
-
Discipline specific:
-
big important concepts in that discipline
-
discipline-specific practices, tools and technologies
-
Critical thinking/Creativity/Initiative/Metacognition
-
design, create or in other ways add unique value
-
reflect on their planning, thinking, work and progress
-
Use of technology:
-
work in better or different ways from what was possible before technology?
-
instructional coaches and administrators should not use this process if they aren’t committed to observation and evaluation as a means for improvement.
-
goal of this framework is to
-
evaluate whether students are truly using higher-order thinking skills, learning core aspects of a specific discipline and using technology in the most powerful and transformative ways.
-
-
10 Sep 14
-
-
Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.
-
Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.
-
Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.
-
Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.
-
Other educators were excited the activity had authentic, real-world applications and that it could help students build empathy with children in other parts of the world.
-
a seventh-grade girl says vehemently. She’s working with her class to figure out where another mystery class is located somewhere else in the world. The two classes are competing to figure out the other’s location firs
-
t looks like fun and students are certainly engaged in the project. This is a fairly typical use of technology in the classroom, featuring some
-
She and her colleagues are trying to codify specific traits that coaches can look for to determine if technology in the classroom is having the transformational impact that many hope it will.
-
It assumes that teachers will begin by substituting technology for other activities in the classroom, then move on to augmenting activities, progress to modifying the assignment to focus around specific functionalities offered by technology, and finally to redefine the tasks possible in school because of the technology available to them.
-
Many of his graduate students present technology projects that they define as a redefinition of learning
-
but November sees them as merely substitution.
-
Does technology add any value?”
-
-
turpennsprofessional development
Would you like to comment?
Join Diigo for a free account, or sign in if you are already a member.