docLearning with Technology Using SAMR
download 
Report Transcription
Learning with Technology Using SAMR
Learning with Technology Using SAMR Ruben R. Puentedura, Ph.D. Kristen Kereluik, Punya Mishra, Chris Fahnoe, and Laura Terry, “What Knowledge Is of Most Worth: Teacher Knowledge for 21st Century Learning”. Journal of Digital Learning in Teacher Education (29) 4 (2013) Enhancement Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Ruben R. Puentedura, As We May Teach: Educational Technology, From Theory Into Practice. (2009) Transformation Redefinition Tech allows for the creation of new tasks, previously inconceivable Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Tamim, Rana M., Robert M. Bernard, Eugene Borokhovski, Philip C. Abrami, and Richard F. Schmid. "What forty years of research says about the impact of technology on learning a second-order meta-analysis and validation study." Review of Educational Research 81, no. 1 (2011): 4-28. Study Ligas (2002) Xin & Reith (2001) Higgins & Raskind (2005) Salomon, Globerson & Guterman (1989) SAMR Level Description Effect Size S CAI system used to support direct instruction approach for at-risk students. 0.029 (50th perc. → 51st perc.) A Multimedia resources provided to contextualize learning of word meanings and concepts. 0.264 (50th perc. → 60th perc.) M Software/hardware used for text-to-speech, 0.600 definitions, pronunciation guide for children (50th perc. → 73rd perc.) with reading disabilities. R Software presents students with reading principles and metacognitive questions as part of the reading process. 1.563 (50th perc. → 94th perc.) Pearson, P.D., Ferdig, R.E., Blomeyer Jr, R.L., & Moran, J. "The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy." Learning Point Associates/North Central Regional Educational Laboratory (NCREL) (2005). 3 Effect Size 2.25 1.5 0.75 0 -0.75 S - 5 Studies A - 4 Studies M - 8 Studies R - 3 Studies Pearson, P.D., Ferdig, R.E., Blomeyer Jr, R.L., & Moran, J. "The Effects of Technology on Reading Performance in the Middle-School Grades: A Meta-Analysis With Recommendations for Policy." Learning Point Associates/North Central Regional Educational Laboratory (NCREL) (2005). Gerd Gigerenzer et.al. “Helping Doctors and Patients Make Sense of Health Statistics” Psychol. Sci. Public Interest. 2007;8:53–96 Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change categorizing, providing commentary, analyzing searching, browsing, accessing, collecting find differences, similarities and create meaning from them linking, referencing Annotating Comparing Discovering Referring Scholarly Primitives selecting according to a criterion, showing relationships of items selected to the original set Sampling Representing changing depiction mode, publishing Illustrating showing an example, highlighting features within an example John Unsworth. Scholarly Primitives: What Methods Do Humanities Researchers Have in Common and How Might Our Tools Reflect This? Humanities Computing, Formal Methods, Experimental Practice Symposium, Kings College, London. (May 2000) Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years Ruben R. Puentedura, “Technology In Education: The First 200,000 Years” The NMC Perspective Series: Ideas that Matter. NMC Summer Conference, 2012. Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years Bookmarks RSS Feeds Discussions Microblogging Blogging Wikis Telepresence File Sharing Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years Class School Homework World Home Learning Environments Contextual Search Augmented Reality Cloud Resources Mobile Tools Sensors Recorders Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years SOCIAL Pictorial vocabulary; Narrative sources; Narrative transitions; Narrative constraints Text/image integration CDS Seven Elements; Montage structures Narrative structures; Narrative flows Ludic elements Image Assembly Sequential Art Moving Image Interactive Media Interactive Fiction 5-Card Nancy Comic Life Premiere Pachyderm Inform 7 MOMENT PLACE Infinite Canvas Prezi Social Mobility Visualization Storytelling Gaming 200,000 years 70,000 years 40,000 years 17,000 years 8,000 years Formal Definition of Game (Salen & Zimmerman) “A game is a system in which players engage in an artificial conflict, defined by rules, that results in a quantifiable outcome.” Salen, K. and E. Zimmerman. Rules of Play : Game Design Fundamentals. The MIT Press. (2003) The EdTech Quintet – Associated Practices Social Communication, Collaboration, Sharing Mobility Anytime, Anyplace Learning and Creation Visualization Making Abstract Concepts Tangible Storytelling Knowledge Integration and Transmission Gaming Feedback Loops and Formative Assessment Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Kenneth A. Kiewra, “Students’ Note-Taking Behaviors and the Efficacy of Providing Instructor’s Notes for Review”. Contemporary Educational Psychology, v10 n4. (1985) Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change John C. Nesbit and Olusola O. Adesope, “Learning With Concept and Knowledge Maps: A Meta-Analysis”. Review of Educational Research, Vol. 76, No. 3. (2006) Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Bloom's Taxonomy: Cognitive Processes Anderson & Krathwohl (2001) Characteristic Processes Remember • Recalling memorized knowledge • Recognizing correspondences between memorized knowledge and new material Understand • Paraphrasing materials • Exemplifying concepts, principles • Classifying items • Summarizing materials Apply • Extrapolating principles • Comparing items • Applying a procedure to a familiar task • Using a procedure to solve an unfamiliar, but typed task Analyze • Distinguishing relevant/irrelevant or important/unimportant portions of material • Integrating heterogeneous elements into a structure • Attributing intent in materials Evaluate • Testing for consistency, appropriateness, and effectiveness in principles and procedures • Critiquing the consistency, appropriateness, and effectiveness of principles and procedures, basing the critique upon appropriate tests Create • Generating multiple hypotheses based on given criteria • Designing a procedure to accomplish an untyped task • Inventing a product to accomplish an untyped task Lorin W. Anderson and David R. Krathwohl (Eds.), A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, Complete Edition. Longman. (2000) Redefinition Tech allows for the creation of new tasks, previously inconceivable Create Evaluate Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Analyze Apply Understand Remember Condition Mix of natural & artificial features that give meaning to a location Location Position in space Links Connections between places Phil Gersmehl. Teaching Geography. The Guilford Press. (2005) Formal Region Group of places with similar conditions Functional Region Group of places linked together by a flow Spatial Thinking Skills Comparison How are places similar or different? Aura What is this place’s influence on nearby places? Region What nearby places are similar to this one? Transition How do things change between two places? Hierarchy What larger area is this area inside? What smaller areas are inside it? Analogy What places have similar conditions? Pattern What distinctive arrangements can you see on a map? Association Are these patterns similar? Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Understand Substitution Tech acts as a direct tool substitute, with no functional change Remember Redefinition Tech allows for the creation of new tasks, previously inconceivable Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Apply Understand Substitution Tech acts as a direct tool substitute, with no functional change Redefinition Tech allows for the creation of new tasks, previously inconceivable Evaluate Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Analyze Redefinition Tech allows for the creation of new tasks, previously inconceivable Create Evaluate Modification Tech allows for significant task redesign Augmentation Tech acts as a direct tool substitute, with functional improvement Substitution Tech acts as a direct tool substitute, with no functional change Choosing the First SAMR Ladder Project: Three Options • Your Passion: • If you had to pick one topic from your class that best exemplifies why you became fascinated with the subject you teach, what would it be? • Barriers to Your Students’ Progress: • Is there a topic in your class that a significant number of students get stuck on, and fail to progress beyond? • What Students Will Do In the Future: • Which topic from your class would, if deeply understood, best serve the interests of your students in future studies or in their lives outside school? Hippasus Blog: http://hippasus.com/blog/ Email: [email protected] Twitter: @rubenrp This work is licensed under a Creative Commons Attribution-Noncommercial-Share Alike 3.0 License.
