DAVID PRATT DMPRATT@PNW.EDU

Exploring Best Models for Integrating Technology Into the Classroom

Exploring the Need for Models Purpose is key

Assumes technology doesn’t always equal better

Taking a step back and determining direction

Need a guide to help us navigate better usage

Bombarded with Choices• How do we begin to use discernment in use?

• What models can guide us?

• How can we use more effectively?

3 Helpful Guides

SAMR model CHOICE principles AMP philosophy

3 Helpful Guides

SAMR model CHOICE principles AMP philosophy

How familiar are you with SAMR? Rate your familiarity with SAMR:

1 finger: Never heard of it before 2 fingers: Some general knowledge 3 fingers: Could provide examples 4 fingers: Very familiar- apply often

Polling example New Technology Substitutes for same task

◦ Text me your response

Polling example Provides more functionality (augments) - Collects information - Can collect individual data - Allows for analysis - Can store data results

Polling exampleModifies ActivityProbe deeper w/ multiple promptsProvide a post test or exit slip

Socrative.com

Polling example Redefines- Creating a Word Cloud Doing the unimaginable

What word(s) would you use to describe SAMR?

Polleverywhere.com

“Thinking Differently” What percent of time do you spend on Substituting Augmenting Modifying Redefining with TECHNOLOGY?

What informs my approach?

Focus less on the technology…

MORE on PURPOSE and PEDAGOGY!

Deep Learning with TECHNOLOGY

• Less emphasis on worksheets and tests

• Project-based

• Use creative/ productive tools

• Constructivist philosophy

Taking SAMR to the NEXT LEVEL SAMR pushes ourselves to think about using the power of technology to transform learning We need some guiding principles to use to remind us of best practices for using technology

3 Helpful Guides

SAMR model CHOICE principles AMP philosophy

THE CHOICE Collaborative

Higher-Level Thinking

Open-Ended

Individualized

Connected to Content

Engaging

Collaborative

C

Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others

http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/

Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence others

http://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/

Skills Employers Want 1. Ability to work in a team structure2. Ability to make decisions and solve problems3. Ability to communicate verbally with people inside and outside an organization4. Ability to plan, organize and prioritize work5. Ability to obtain and process information6. Ability to analyze quantitative data7. Technical knowledge related to the job8. Proficiency with computer software programs9. Ability to create and/or edit written reports10. Ability to sell and influence othershttp://www.forbes.com/sites/susanadams/2014/11/12/the-10-skills-employers-most-want-in-2015-graduates/

How to be more collaborative Sharing computers

ePals.com

Any shared work spaces - google docs - wikis

- Padlet.com

Higher-Level Thinking

H

Higher-Level Thinking3-Act Videos by Dan Meyer

3 acts of a “mathematical story”

Act 1: Introduce the central conflict of your story/task clearly, visually, viscerally, using as few words as possible.

3 acts of a “mathematical story”

Act 2: The student overcomes obstacles, looks for resources, and develops new tools.

3 acts of a “mathematical story”

Act 3: Resolve the conflict and set up a sequel/extension.

Higher-Level Thinking3-Act Videos by Dan Meyer

MasteringVideos Grant

WebQuest

WebQuests

Open-Ended

O

Open-EndedMarc Prensky and “graphene”

Explore Missions

Map Mapping Tool

Kid Friendly Search Engine

Individualized

I

Individualized Providing choices Tic Tac Toe Menu of Activities

Sites or programs that customize to level Moodle to customize activity levels

Connected to Content

C

Connected to ContentStudent Created Projects: Word Clouds

- WorditOut - Wordle.net

Posters/ Memes - fakeposter.com - memegenerator.net

Cartoons - toondoo.com

Google Exploration

Engaging/ Interactive

E

Engaging/ Interactive Simulations

Reflect on the 5 principles of CHOICE Collaborative

Higher-Level Thinking

Open-Ended

Individualized

Connected to Content

Engaging

Which one is most important? Which have you done well/ not so

well? What is missing from this list?

3 Helpful Guides

SAMR model CHOICE principles AMP philosophy

How to AMP up any lesson- 3 Things Autonomy

Mastery

Purpose• Designing Solutions around Poverty• Designing Shoes

Final Thoughts/Questions