Why SAMR?

The Rhoades School - Ansuya Bose, M.S. Ed.

Agenda


1. “SAMR” in review video

2. Faculty Discussion of quotes from "Education Week Teacher" article

3. “Go Noodle” Brain Break - led by first grade team

4. Amy Masterson will present “Seesaw” app and “Puppet Edu” - How to Create Digital Portfolios

5. Faculty will break into groups to create a 1-2 minute

6. Faculty will share their "How to..." videos in a digital portfolio of the videos on Puppet Edu

What is the SAMR Model?

The SAMR Model

Faculty Discussion

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Faculty will break into groups to discuss the following quotes, and then share their thoughts on technology integration within the classroom, focusing on pedagogy and best practice in regards to SAMR

Start With 'Learning Goals' Before Thinking About Tech

What comes first: the curriculum or the technology? During lesson development, should we consider the curriculum and determine the best way to force fit technology integration? Or, is it more important to choose a technology tool that is engaging and user-friendly for students and then force fit the curriculum? I know what I believe and what I feel the solution to be, however, this 'force fitting' practice seems to be happening in many classrooms.



By Larry Ferlazzo on November 14, 2015 2:30 PM

Andrew Miller

Technology is simply a tool, and we need to remember that no matter how we integrate technology. Often, we find a technology tool, and yes, this tool excites our students. However, the excitement of the tool if it not used in a truly purposeful manner grounded in teaching and learning.
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Jennifer Orr

Curriculum and technology are both tools of learning, and only two of many tools. To be truly useful to our students and to us they must work together. We need to identify what we want our students to learn or to explore or to be able to do and then determine what tools are best for that purpose.

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Michael Fisher

Form always follows function. Tool always follows task. The curriculum is the place to plan and prioritize and the technology should come as needed. This doesn't negate the fact that students need a toolbox of digital opportunities so that they can choose wisely when it's time to integrate a digital tool. Technology and digital tools are the new pencil; the new paper. They are useful when it's time for them to be useful. Force-fitting should never be "a thing." Just because a web tool is cool and awesome and shiny doesn't mean it's necessarily good for instruction or learning. We must focus on the task.
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Cheryl Mizerny

These teachers have it backward. Instead, they should determine what is to be taught and learned before they decide what technology to use. The goal of the task at hand should influence the choice of technology and not vice-versa.

Don't misunderstand. I am in no way anti-technology. What I am is anti-bad pedagogy. One may be able to get away with outdated teaching practices using a tech-free lesson, but any flaws or faulty methodology become enhanced when technology enters the picture.

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It's the age-old question: which comes first: the curriculum, or the technology?

Some proponents call for curriculum to come first to ensure that teachers are following a consistent program across grade levels or within departments. They tend to believe that just throwing technology at a problem won't solve it. Others believe that forcing technology to adhere to canned programs that allow for very little teacher freedom will stifle creativity and will harm student growth. Both of these scenarios are stark and daunting.

In the end however, both sides are seeking a silver bullet. Some are looking for that "magic program" that will completely address a school's needs, while others believe that once devices are put in the hands of students, creativity and innovation will ensue, and student motivation will flourish.

In the end, however, there are no silver bullets. The one reliable factor on which we should depend is effective pedagogy. No curriculum should limit a teacher's ability, and technology without an effective teacher will not lead to greater student success.

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First Grade - Brain Break

Go Noodle

"Go Noodle" is a program that can be used during short transitions times or to give the students a physical and mental break after a work period.
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Utilizing Shadow Puppet Edu and Seesaw to Create Digital Portfolios

Amy Masterson - First Grade Teacher

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Alison Palmer - Group Task

Prepare a "How to..." in teams.

Upload to Seesaw and we will share our projects.

Groups for Creating a "How to..." Video

Facilitator: Ansuya Bose

Floaters: Amy Masterson & Alison Palmer


Group 1

How to Make a Sophisticated Cup of Coffee –

Thanks A-Latte


Mary Ruppert

Paul Ruppert

Laura Schweighart

Roxanne Hunker

Ev Lafferty


Group 2

How to Execute the Most Complicated Copying Job You Can Imagine


Wendy Schramm

Kristie Kay

Mary Bologna

Syd Mollencamp

Julianne Strietman


Group 3

Don't Alarm Yourself –

How to Make Sure Ranch Santa Fe Security Will Not Arrive on Campus


Julianne Campbell

Carolyn Swayze

Maggie DiGrazia

Nick Dei

Kristine Romero


Group 4

How to Make Friends with the Laminator –

Bubble-Free Laminating


Stephanie Belzunze

Julie Sugarman

PJ Stanley

Julie Watts

Erin Weidemann


Group 5

Up and Away in the Elevator –

Dealing with Kids in Casts


Deb Orlik

Leda Lester

Teresa Henk

Robin Davis

Ron Florentine