Reflective Synopsis

Image from: http://mkalty.org/technology-quotes/

One thing I know for certain now is that everyone has the ability to learn ICT.  I have come to the understanding that it is not only beneficial for students and everyone else for that matter to pursue and build upon their current knowledge base of ICT but it is also crucial for their own success in interacting and communicating effectively in today's environment. It is the new language that one must learn. It is the new literacy of a new dimension.

However, with this new form of multimodal literacies comes new responsibilities. Ethical behaviour must be taught, copyright and intellectual property rights of creators and producers must be respected and legal guidelines must be followed. From the outset, students must be equipped with enough knowledge and understanding of these safe, legal and ethical practices with ICT so a culture of self accountability of students is formed. This is foundational to their learning and gives students a strong structure in which to build their learning upon.

As as I reflect upon my own journey in the past 6 weeks on exploring new technological platforms. My perception of technology prior to this was that of a complete phenomenon. The scope of my technological skill base was being able to write emails, search the web and press 'like' on face book with the ability to type in a few comments. My knowledge has now been modified to newer levels through the use of clear and concise scaffolding from lecture material, peer work exploration, and instructional tools such as YOUTUBE. These three tools have made a way for me to transform previous knowledge at a very substitutional level of emailing and searching the web to a much more transformative level. This has all been achieved though the framework of the SAMR model developed by Dr Ruben Puentedura. I am now able to produce my own work, share my information with others through blogging and enhance my viewer's experience by integrating other modalities like videos, voice recording and photographs for better illustrative purposes. I have also redefined the ways I choose to present information by learning how to create movies or cartoon illustrations which I accomplished for another subject.

Technology and Learning Theories

Technology can be used to support the learning theories of Behaviourism, Cognitivism, Social Constructivism and Connectivism within the framework of the SAMR model and bloom's taxonomy. Furthermore, it should be noted these learning theories and taxonomies do blend into each other in some shape or form depending on the perspective you are looking from.

Using the technologies we have learnt thus far as examples:

Tools such as websites, youtube, pod casts, lend themselves towards behaviourist and cognitivist learning theories.  From a behaviourist perspective students are able to utilise 'practice and drill' methods by accessing websites like Mathaletics and Spelladrome to give immediate results on performance. Furthermore students are able to access sites such as Khan Academy and You tube which results in 'behavioural instructional design' (Skinner 1976)) i.e  the student acquires new information to implement in their own learning context resulting in immediate success or failure.

From a Cognitivist perspective, the copious amounts of information the students have access to online demands higher order thinking thinking skills (Blooms taxonomy). Students need to be able to sift through this information, determine the accuracy of source and quality of information as well as evaluate and analyse the value of it through their learning context. Behaviourism and Cognitivism tend to fall under the substitution and augmentation level where there is an enhancement in their learning process but not at a transformative level.

'Behaviorist learning theory focuses significantly on predictability, that is ensuring what is intended is achieved and the link between a stimulus and the response it evokes is reliable'

From a learning perspective tools such as Glogster, Powerpoint, Prezi also embody the idea of behaviourism and cognitivitism at the substitution and augmentation levels in that students sit in a controlled environment where a 'stimulus to response' can be measured. The students listen to the presentation, analyse the information, and a certain outcome is expected from this process. These tools aren't transformative but enhance the students learning by being more engaging from the integration of music, images and videos embedded in it.


Tools such as Blogs, Wikis, Voice thread, Blackboard collaborate and You tube gives way to more social constructivist and connectivist learning theories. These theories generally fall under the transformation level of the SAMR framework where modification and redefinition is clearly present. Students are able to work collaboratively and learn constructively from one another. Not knowing is no longer an issue but having the ability to be able to find that information from 'more knowledgable' sources is more the fundamental key.  At this level students become authors and producers where their work can be created and published to a broader audience for a more purposeful and rewarding outcome. Students then have the ability to re-create and redefine their knowledge into a different dimension by creating interactive videos, movies or their own animated cartoon into something that can be shared world wide or produced collaboratively with other student while  re-defining the boundaries of time and space.


There is no doubt  that Information Communication Technology in today's classroom has a very strong case and the potential to transform, facilitate, support and enhance learning. It does not by any means dictate or compete with learning in and of itself but rather compliments and aids with the learning process. A strong knowledge base of subject content is still needed in order to successfully transfer information from one dimension to another for successful learning outcomes.


Lastly, embracing technology in your school environment significantly reduces time spent, increases productivity and quality of work that would have never been possible before.

And time is precious!


Nicole X



References

http://ictemmakaz.blogspot.com.au/

http://elishatoms.blogspot.com.au/

Redefining Technology in Libraries and Schools. By: JACOBS-ISRAEL, MELISSA, MOOREFIELD-LANG, HEATHER, Teacher Librarian, 14811782, Dec2013, Vol. 41, Issue 2










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Week 6 Reflection 5

                              iMOVIE


IMovie was the technology of choice for this week.

My very first attempt to create an imovie was last year when my husband and I decided to audition for the block 2014. We had to create a 5 min video about ourselves. I had no idea how to create one..so again YOUTUBE came to my aid when I had access to 'more knowledgable others'. The result was a rough compilation of media ...still I was proud of what I had created as rough as it was.

This however is my second attempt of movie making. I chose to explore this option more and to build upon my existing knowledge which now had become a little vague. But I thought  if I had done it before I could surely do it again.

Imovie is a great tool for students to use as a way of presenting their content in a more engaging and creative way rather than more traditional methods. I have experienced first hand the benefits of watching instructional videos to help me learn and I feel this is one of the most effective communication/educational tools out there for 'how-to-do-it' content.  It affords the ability to be able to learn as quick or slow as you like...You can stop, rewind or replay instantaneously to re-learn the information.  For visual people like me....its a dream!

The imovie was created last week for my Literacy and Numeracy Assessment 1 for secondary students. The main aim was to promote literacy and numeracy and convey how they are both embodied into our subject area. So I chose to present in a movie format.

A mobile phone device was used for the question and answer part from secondary students. I did not even have to be there to take these footages. My son went over to his friends house and did it there after a bribe and then texted it too me. I also got another friend who has 4 secondary kids to take it on her phone and send it too me.  This saved me a lot of time in having to be there and record myself.  This is one of the benefits that technology offers. On the down side, I had no control of how the students engaged with the questions etc...so the quality of it could have been better. The quality of the You tube videos I used within my movie were not perfect illustration. It was hard to find something that I really wanted. It definitely would have been better if I had some willing actors to do it myself...

Using YouTube to learn the various components and features imovie offered was essential for me to understand how to do it. Themes and transitions were easy to work with as was adding pictures from iphoto. I downloaded various YouTube videos to integrate into my movie by using Aimesoft. Amiesoft converted the You Tube video into an mp4 format very quickly and easily so I could then export it into imovie.

The music was the most challenging part for me as I wanted music to be played continuously  throughout the movie except for when the students were speaking...I'm sure there must be an easier way of doing it because it took a long time to manipulate the volume settings. I obviously got there in the end.

The most frustrating part was trying to get it onto my blog or anywhere for that matter. I tried slideshare...paid for an account to increase the MB as the movie was over 300MB - even after I did this it kept  stopping and not completing the process. I uploaded it to dropbox but it still would not allow me to put it straight into my Blog. I did try YOUTUBE at the very start but it said I did not have enough disk space. Long story short I eventually got it on to YOUTUBE and then onto my blog!

To make a quality movie there are other devices that you can buy to enhance the audio and visual setting. This would be a good investment if you were doing it often enough.

WEEK 4 Reflection 5

owerpoint!

I have not yet had the opportunity to use powerpoint until now and as it turns out my year 2 son has to do a presentation in powerpoint for next week - perfect timing I say!

When compared to Prezi, Power Point could be considered the step below and more old school however I chose to explore the suggestion given in Museum Box as it compliments my teaching discipline areas. Museum box is a virtual museum idea that was created to replace the original art history report that students had to hand in for assesment. Click here to go to their website.

                                                                                                                       

   

The first two drawings were simply created by the rectangle and the trapezium shape. This was quick and easy.  The last picture was created using just the line and freedom tool. This took ten times longer that using just the shapes but you were able to achieve more i.e creating stairs. The fill in tool was used for adding colour, texture, light effects as well as the pictures. Very simple process.

Virtual museums offer the students the following benefits: (taken directly from website )

• Construction of Museum and the research of contents within the museum requires students to engage in higher level of thinking.
• Provides new, meaningful, and contemporary opportunities to integrate technology.
• Offers students to be able to think flexibly and creativity.
• Offers a form of interactivity and more engaging learning.

Students are able to create a virtual museum by manipulating the basic shape elements such  rectangle, trapezium and line to create a perspective drawing of an art gallery.  It does not of course have the same capacity as the true 3D architectural drawing programs. However, it can be used as an basic elementary lesson into the fundamentals of creating perspective drawings.  The primary objective for students in creating a virtual museum is a space where they can present their own art works or that of various artists in a different dimension. 

In constructing the virtual museum the teacher is able to use a series of line drawing to show progression of how it it constructed step by step. This is one of the benefits that this tool offers.

The benefits of drawing a perspective in Power Point instead of paper is the ease of correcting mistakes and drawing at a quicker pace although this last point could be respectfully disputed by the argument of technological glitches consuming more time.

The power point program is very straight forward with everything basically set up for you to start. Its just a matter of choosing themes etc. Transitions for each slide were easy to set up -just a click of a button and music went in like a breeze.  

SAMR MODEL 

Old Technology
Teachers spoke in front of class, squiggled on the chalkboard and handed out class to support their  teaching while students fell asleep.

Substitution
Teachers progressed by using the overhead projector to support their teaching.

Augmentation
Teachers substitute overhead projectors for the use of Power Point to enhance their teaching methods.

Modification
As the technology in Power Point progresses, teachers are able to create mulit sensory presentations by incorporating video, music and links. The slides become more dynamic and movie like to engage the audience.

Redefinition
Students are able to create work on Powerpoint like interactive animated story books, upload it onto the web for others to see.


Dipity

I decided to engage in this tool because of the amount of times my children have been asked to create a time line for home work etc. This tool would be great for my students to study the history of an artist/art  or architectural period. It is a great tool for students to gain a broader and closer perspective of something in its context.

I didn't even scrape the surface of this tool due to time. I just incorporated text which does not illustrate  but you are able to incorporate images, video, music etc... it looks amazing.

ICT on Dipity.

Bubbl.us

I chose to look into the Bubbl. us mind mapping tool because about month ago I was trying to create a mind map on a word document and boy was it hard work!  Bubbl. us is so easy to use. I checked out a you tube clip (don't know where I'd  be without youtube!) and went straight into it. The only weakness in Bubbl. us and it is a fairly big weakness in my opinion is that it doesn't incorporate spell check. Now I am not the werld's werst spella butt it wood make my day a lot easier!

Zoom out to see full view but  you may need some serious eye wear accessories to see text!

Until Next Time!

X

Reflection 3 WEEK 4

IMAGES

Me at the end of the week!
Image taken from the 'commons' FLICKER

            "WE ALL LOOK AT THE SAME THINGS, YET SEE                                      THINGS DIFFERENTLY"

 CLAUDE MONET

My focus this week was on the Digital tool: Images. I chose to explore this option more as I think it will be one of the primary technology tools I will be using in my discipline areas of Visual Arts and Graphics.  

One of the many things I learnt this week was about Semiotic Systems (the study of how things make meaning) and different literacy modes such as written text (traditional literacy), image, sound, videos, dance etc that enhance a students capacity to make meaning out of things.

"Remember that different people are drawn to different semiotic systems. This is a major educational point. We need to provide the same information in multiple forms so that we communicate it more completely and powerfully to our students"Literacymethods.wikispaces.com:

Here are some ways digital images can be used as a significant aid in learning and teaching. The following points I have taken from a website- JISC Digital Media.  

Image can be used to:

• Inspire discussion of a topic.
• To enforce and extend language and common terms of the object being discussed.
• To stimulate students writing a story/poem about that image - enhancing creative and language skills.
• To encourage critical thinking.
• To enhance visual communication skills.
• To help identify emotions and mood.

Resizing and uploading digital Images

Image Resized

Image manipulated in 'BeFunky'
-possibly too manipulated!

I found I had no drama in reducing the file size of my pictures. It was a simple linear process on the mac computer. However looking at the technical manual to resize on a PC looked a little more complex. I might have to know that before I start teaching!

I created an account with 'BeFunky' and went to work and 'over manipulated' the image. It was easy to use but very basic it its functions.

Flicker – First time eva being on flicker! And I now know why everybody is able to freely access the
‘commons’!.....all the photos were prehistoric! And the rest of the pictures we could not use without permission – I was too scared to touch anything!….what a headache….next!!!

Yes, I obviously don’t understand it properly….I did waste a couple of hours on it though!! True story. Doing what? I have no idea…..reading…looking…reading…looking… and still no clue.

Created in ArtRage

I downloaded the free 15day full use trial on ArtRage and created a 5 minute masterpiece. Who would have thought! I played around with it pondering how my students would benefit from it.

Its just like creating art in a different medium I suppose. One that would produce far superior results. This was also easy to use.
I do feel with the use of all these imagining tools you should have a clear intent of what you are wanting to achieve before you go in there otherwise you could be just wondering in the wilderness in there.

Voice Thread - My Main focus

 As I perused the text on images,  I was delighted to discover – Voice Thread – a digital tool that allows you to upload images, videos, documents etc to a central place so then your students are able to access it and make a comment on it. It is a great way for students to establish an ‘interactive learning dialogue’ with their material and also develop their skills in higher order thinking (bloom’s taxonomy) through the analytical process of observing, critiquing and reflecting. Check it out!!

I did find it relatively simple to use however it did take a bit of time to set up but in saying this, there was plenty of well informed videos that were readily available on their site.

                                           

                                                     This space should not be here.

SAMR Model and Voice Thread

Old Way – Teacher holds up a picture of a painting in an art book in the front of the whole class to critique.

Substitution

The teacher uploads a picture of a painting on wiki space and the students critique the painting by typing their comments. Everyone can see other student’s comments and get ideas and clarity from them.

Augmentation

Teacher utilises Voice Thread to upload picture in a central space where students can access and critique the artwork from home using their voice. Students can hear each other’s comments by clicking on their identity. This will then help them with ideas on what they have to say.

Modification

Students collaborate with other students in different schools and critique each other’s artwork.

Redefinition

Students create a visual arts portfolio book using ‘voice thread’ with their own work to share with the rest of the world.

Swot Analysis and Voice Thread

Strengths

• Extension of classroom space – have the same quality teaching at home.
• Develops a  student’s capacity for aural literacy and visual literacy.
• Students may be more willing to do their homework because they don’t have to formally write anything down.
• Students are able to hear other student’s comments and learn from them (constructivism)

Weaknesses

• Students may need to write down on a piece of paper beforehand of what they want to say.
• Furthermore, students will need to learn how to articulate their words more effectively which would take time.

 Opportunities

• A teacher could plan a whole lesson using Voice Thread with the same effectiveness as being in a classroom and student’s who need to take time away from school because they are sick are still able to engage in schoolwork.  They won’t fall behind.

Threats

• Some students may be shy and intimidated with using their voice.
• Students may waste time on re  recording their voice if they don’t like the sound of it and waste time

Copyright Guidelines do apply when using images/video etc to upload. Click the copyright link located at the side of this blog for more info.

Until Next Time X

Week 3 - Reflection 2

Image from: http://www.blogher.com/my-top-10-blogging-tips-beginners

This week I decided that I would explore the concept of Blogs further as it had only been one week since I had discovered this new phenomenon. I thought it would be beneficial for myself to delve deeper into this one technology to gain more confidence with it before I divulged into anything else. However in saying this out of necessity I wanted to utilise wiki spaces as a matter of convenience and efficiency to communicate to the Mackay cohort  - so I did a little exploration on this as well.

I was much appreciative of the fact that we did not have any new learning material to learn and integrate into these technologies. Having the opportunity and time to be able to play around and become familiar with blogs and wikis was invaluable. I was able to enjoy the process more without having the added pressure of learning unfamiliar concepts. So thank you! (My reticular activating system was now open to learn!)

Blogging

What I Know about blogs.

So far from the previous week......

• I know how to set up a blog. 
• I know how to add links to pages.
• I know how to upload pictures from google and embed onto my blog page.
• I know how to embed a video from you tube.
• I know that HTML is a coding system and I don't have to freak out every time I see it.
• I know that blogs are a type of news forum that bloggers use to articulate their thoughts, ideas and expertise in. 

This is groundbreaking in my opinion!

I found this process of setting up, adding links, embedding pictures and embedding a video to be super simple and straightforward. This was because the step by step scaffolding of the Technical Manual was excellent and easy to follow. I do consider myself to be technologically challenged on all accounts but I was able to successfully breeze through this process with joyful ease!! Oh how I love it when technology works for me! So now I feel I can confidently teach this process to my students! Tick

What I Want to know about blogs.

Image from: http://rfgd.co.uk/about.html

Ok...so now that I have a steady base of knowledge - it was time to refine-so I wanted to know...

• How I could make my blog more appealing to my viewers.
• How I could add different gadgets on the sidebar to create more interest.
• How I could personalise the background to reflect more of my personality.
• How to create and embed a voki on my blog page.
• What all the buttons are, what they are used for and how I can use them for myself.

What I have Learnt about blogs.

This week I have learnt...

• I  have learnt how to add gadgets on my blog page.
• I  have learnt how to personalise my back drop.
• I have learnt how to embed a Voki onto my blog page to attract my viewer's attention.
• I am now familiar with most of the button on the back pages of the blog.

Creating a Voki was soooo simple! As you can see I had a bit of fun with her and I would probably use her in the same way in the learning environment. Humour is good for the soul! Maybe Ruby (her name) could tell a ultra bad joke first thing in the morning on an electronic whiteboard as a way of starting each day....and each child was responsible for finding a new joke that Ruby could say on a day to day basis. Of course the use of Voki's are many. I am sure I will be able to uncover her potential when I start teaching.

How Can I Utilise Blogging in My Class?

I think blogging would be best adapted into the classroom space by the students using it as a 'mini me' project room where they can post their weekly thoughts, ideas and inspiration about the latest classroom topic - this could be a great homework activity as apposed to classroom. Their very own news forum.  This would be what the SAMR model would label Modification, which is great but the goal is how do we redefine this to enhance the learning experience for our students. Check out this video taken from EDU SLAM of students redefining how we learn in Blogs through the use of technology.


                                       

From my exploration of the blog. I have not come across anything thus far that has frustrated me enough to warrant any dispute in its overall functionality and its purpose. I have had a very successful discovery of this tool and will continue to think of ways until next year on how I can use this to add value to my students. Its hard for me at this point having not worked in a classroom before to give any valuable suggestions of how blogging could be implemented into the classroom apart from how it is already used now.

Furthermore, I acknowledge the fact that it is the responsibility of the teacher to bring awareness of any copyright laws that may be relevant to the students and to embed good ethical practise at their earliest. A great link on guidelines and copyright laws for students and teachers can be accessed on the side page of this blog.

Wiki

As I mentioned before I didn't intend to explore other technologies but only out of necessity did this come about. The old method I was using to communicate with the Mackay cohort was via text messaging. I felt this was wasting my time and very inefficient as I would have to relay conversation from one text to the next. Needless to say, I felt that wiki spaces would rectify my issue and accommodate my needs very well. I again used the technical manual to successfully create a wiki space. I was eager to create a group page called 'Mackay collaboration page' where our group could utilise it as a means of communication for group work etc.  However, I did find it to be quite difficult to get most of the group on my page to network. Only one person was able to converse with me on my wiki space but the others either had difficulty joining out of default or they were just being uncooperative.  The down side that I experienced in the wiki was that I felt I had to log in all the time to see if anyone had responded to my questions etc. To me this became a nuisance.

I love the idea of the wiki space and I can see how it can be extremely effective in a classroom environment. The idea of uploading a piece of artwork in a visual arts subject and getting the students to critique it is an idea that would I feel work very well. Giving the students a scaffold such as the d'Bonos thinkings hats would make this activity a very successful one.


My next point of call is to refine my knowledge of Wiki space and then also open my eyes up to the world of Weebly. Overall, I felt I had a productive and knowledgeable week in ICT this week.


Until next time X

Week 2 Reflection!

Purpose of Activity

The purpose of the Wiki activity was to reflect upon our personal learning in the design of the activity. We were asked to participate in an online response forum in Wiki space to respond to the issue of ‘the use of mobile phones in classrooms’ through the lens of the ‘de Bono’s Thinking Hats. Click here. We were also asked to reflect upon the design of this activity through an analysis of our course reading and learning theories.

Design of Activity

We were asked to record our responses into an existing table format on wiki space with the corresponding hat. There were 4-5 responses per Wiki page. Each student had to pick a different font colour so as the teacher was able to identity the student to the work. It was strongly suggested that we should use no more than 40 words for our response.

Learning theory that supports this activity and the elements of the activity that support this consideration.

I believe that social constructivism is the core learning theory that supports this online activity.  Social Constructivism is ‘founded upon social interactions within a learning community or expert community’. This learning theory was demonstrated by the students having to post their ideas in an online community of learners who were able to comment upon it. The display of other people’s perspectives and ideas was able to aid, solidify and modify our own understanding of the issue raised.

This activity also supports the idea of connectivism proposed by George. Siemens. He states  'that it is no longer possible to know everything, it is more important to identify how and where to find knowledge than it is to know it.’  I used the internet as a resource to access more knowledge of content 

 material. I also used the online community in Wiki to access information from their responses.

It may not seem evident to suggest that this activity also be supportive of Behaviourism but according to radical behaviourist such as skinner ‘knowledge is action, or rules for action’

Skinner explains ‘the behaviourist would argue to say that that someone knows Shakespeare is to say that they have a certain behavioural repertoire with respect to Shakespeare. Knowledge that is not actively expressed in behaviour can be explained as behavioural capabilities.’  (Skinner)

So with this in mind I could argue that I posses a certain behavioural repertoire with respect to mobile phones and I also posses a special repertoire with putting my point of view across.  So with this ‘knowledge’ I am able to complete this activity by participating in it. Furthermore, I believe that allowing people to give feedback on other students work could lend it self to the behaviourist elements of positive reinforcement  - if a student comments favourably to another students work then that student is rewarded with praise and will more than likely try hard to repeat her efforts the next time.

Also from a cognitivist perspective, the wiki activity allowed me to delve into a process of higher order thinking unconsciously utilising Bloom’s Taxonomy. I was able to use my existing knowledge of mobile phones to answer this question with ease, but I wanted to get a deeper understanding of the issue by researching it.  I also went online to check out other student responses.  This allowed me to gather and analyse this new information and modify my own. I had a fairly good understanding of the topic so I felt I didn’t need to modify my response. It just gave me the confidence that I was on the right track. However, I do believe that if I were not familiar with the topic then the use of other people’s responses would have significantly helped me in forming my own opinion. (This of course links into constructivism)

Purpose and Value of Using de Bono’s Thinking Hats.

The value of using de Bono's hat was its simple structure that I could use which allowed me to deconstruct and organise my thoughts on ‘the use of mobile phones’ in a more thorough and analytical way. I felt that wearing these hats made it easier for me to respond because is was broken up into smaller bite size pieces that I could chew J

If you were to ask me the same question about the ‘use of mobile phones in the classroom’ without the use of de Bono’s hats my response would have been far too simplistic.

The use of the de bones thinking hat activity integrated hats added a richer depth of knowledge to my understanding and also gave me an appreciation of other student’s perspectives.

Learning Outcomes of Using de Bono’s Hats.

Using the de Bono’s thinking hats has helped me to understand a higher order of thinking that I would not have been able to do before. I thought it was a very successful scaffolding tool for extracting information.

S.W.O.T Analysis of Wiki Activity

Strengths

• Looking at different perspectives broadens your own perspective. 
• Choice of remaining anonymous if you wish. 
• You are able to complete your response in your own time and give proper consideration to your answer.
• Increases your knowledge of how technology can be integrated into the classroom.
• Increases your technology skill set. 
• Decreases the ‘fear of technology’
• Activity was clear and easy to understand.

 Weaknesses

• Students can easily utilise other peoples perspectives as their own instead of thinking for themselves. 
• Technology can play up and make you really frustrated. 
• The topic ‘Mobile phones in the classroom’ didn’t really allude to new ideas.  The majority of the responses were the same so it got a little boring going through them.  

Opportunities 

• Gives student an ability to see other people’s perspective and create one that is more refined. Modify existing knowledge base.
•  Able to duplicate this activity in the school classroom as a homework or small assessment. 

Threats

• Students might feel exposed to the idea of voicing their ideas online in a group for fear of being criticised or judged. 
• Students might feel overwhelmed with so many perspectives that it may confuse theirs. 

Bloom's Taxonomy and SAMR Model

SAMR Model

This teaching model was developed by Ruben. R. Puentedua in the late 1980"s. 'The aim of this model is to provide a framework for teachers to integrate technology into the classroom to ultimately enhance student learning outcomes achieving good pedagogy'

The SAMR Model process begins with Substitution. This is the very basics of technological integration by the student in the classroom. For example - a student goes from using a pen and paper method to write a story to typing the story on the computer. The student is substituting an old method for one that is a little more efficient. 

The student can now take that knowledge they have just gained and build upon it with the understanding that the outcome will be more efficient than their previous method. This is called Augmentation For example the student can now use the story they have typed up on the computer to make improvements by using the embedded tools such as spell check, dictionary and thesaurus. The students work although remains the same, noticeable and functional improvements have been made. 

Both Substitution and Augmentation are considered to be the enhancement stages. These stages won't significantly impact student outcomes.

Most students start at these stages however the ultimate goal in the SAMR model it to progress to the Modification and Redefinition stages where higher order of thinking is required 

(Bloom's taxonomy) and transformation is taking place.  

Modification  uses technology to redesign a task significantly. The heart of the task remains the same but important aspects have be modified so students can accomplish new goals that they could not accomplish without the integration of technology.  For example the student adds their story onto a blog post or wiki for his class mates and teacher to see and critique. 

However, the end goal is Redefinition where innovation and creation are achieved. Here, the student has gained significant understanding and possess the ability to intergrate technology to manipulate and transform their work into something completely different. For example the student can use digital videos to 3 dimensionally tell their story now or put their story into an iBook to share with the rest of the world.

Bloom's Taxonomy

Bloom's Taxonomy was created by a educational psychologist Dr Benjamin Bloom in 1956 to promote 'higher forms of thinking in education'.  There are 3 domains of learning (Cognitive, Affective and Psychomotor) which are then organised into 6 levels that one must progress through in order to achieve the highest order of thinking.  

The picture below clearly illustrates the Bloom Taxonomy concept: 

Bloom's revised Edition

                 Click here to find an in depth and very simple explanation of Bloom's Taxonomy.

What links the SAMR model and blooms taxonomy together is that they both embrace the idea of scaffolding and social constructivism. While booms taxonomy is about achieving a higher order of cognitive skills through a process of scaffolding of information. The SAMR model focuses on a more interactive/experiential scaffolding model to achieve significant student outcomes through the integration of technology. These learning outcomes can only be successfully obtained by the support of a teacher or other more knowledgable learners. ( social constructivism)

As we can see from the illustration below. The SAMR model and Bloom's Taxonomy can be considered together when planning student activities where both high order cognitive skills and significant student outcomes can be achieved.

Relationship between Boom's Taxonomy and SAMR model.

Until next time.
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