Wednesday, September 24, 2014

Substitution is Not a Bad Thing: Thoughts on the SAMR Model

Let me start by saying that I am a fan of the SAMR model. I think SAMR can help teachers think about ways to use technology to provide engaging and meaningful learning experiences for students. (If SAMR is new to you, you may want to read this and this.)

Although I see value in SAMR as a framework, I think we are heading down a dangerous path by placing too much emphasis on the levels. Lately, I have heard many educators profess that teachers should not use technology as a substitute. They say that all teachers should be working toward redefinition, all the time, and that there's no place for substitution in the classroom. I argue that there is a time and place for all levels of SAMR in the classroom, and that great teachers know when and why.

The truly great teachers move fluidly among all levels of the SAMR model, making choices about technology use after making choices about students' learning needs. These teachers understand that the use of a tool is not what determines student engagement and learning. They also understand that technology is not always effective/appropriate for all learning outcomes.

I frequently use my iPad as a calculator, my iPhone to listen to music, and my computer to take notes. Similarly, students often use tools in these ways, substituting the tool for another way of doing the task. Is that a bad thing?

If students use an iPad as a calculator, does that mean they aren't thinking about math in complex ways? Absolutely not. These students could be using the calculator app to solve relevant and complicated math problems.

If students use a computer to take notes, does that mean they aren't thinking about the content in deep and personally meaning ways? Absolutely not. These students could be responding to thoughtful and complex questions posed by the teacher or their peers.

Case in point:

A former colleague and friend of mine, Brooke Simpson, is the most exceptional math teacher I have ever observed. While Brooke is adept at technology use in the classroom, her exceptionality lies not in her use of technology but in the ways she gets students to think and talk about math. In Brooke's classroom, her students do not just do math, they understand math. From the first day of school, Brooke has her students thinking and talking about math in ways that are more complex than many adults understand.

On numerous occasions, Brooke's students would use the Magnetic Alphabet app as a substitution for number tiles. Brooke would select a secret number and provide clues to help students figure out the secret number. Early in the year, these clues may be simple, such as "My number is between the number of days in a weekend and the number of days in a week." Later in the year, her clues would be more complex, such as "My number is a factor of 12 and a multiple of 3." Although Brooke's students used the Magnetic Alphabet app as a direct substitute for number tiles, they were thinking about mathematics in sophisticated ways.

If you were to remove all technology from Brooke's classroom, she would remain a master teacher. I could give many more examples (as I'm sure you could) of master teachers who cultivate a love of learning in their students and impact student growth in profound ways with or without technology.

If technology is not what makes the difference, then what is it? It's the teacher. It's always been the teacher. Master teachers are those we remember years later, the ones who instilled in us a passion to learn, the ones who gave us skills that opened new doors in our lives, the ones who knew us and helped us know ourselves.

Let's stop guilting teachers into feeling bad for using technology as a substitute for traditional tasks. Master teachers engage their students and foster a depth of thinking with whatever tools they have available, and what often sets these teachers apart is their understanding of when technology is appropriate/effective and when it is not.

As we continue to engage in conversations about technology, let's keep our focus on what's really important. We need to find ways to build capacity in all teachers so that they can all be Brooke Simpsons and the other exceptional teachers we have known. Sure, technology professional development can be a good thing. But let's not forget about professional learning experiences that can help teachers learn to ask thoughtful questions, design relevant and authentic assessments, and be responsive to their students' needs.

And please, can we stop bashing teachers for using technology as a substitute? Focus on the learning instead of the tool, and then you'll finally be able to see what redefined student learning looks like.

Thursday, September 4, 2014

Update: Gamification and Outcomes-Based Grading in Teacher Education

In July, I wrote a post describing my efforts to gamify a course for this fall semester. I'm using quests, outcomes-based grading, badges, and XPs (experience points) to model a gamified learning experience for students in my course on emerging web and mobile technologies. As part of this approach, I designed a pre-assessment, which my students completed within the first few days of the semester. The pre-assessment was vital for this course, in particular, because students in this graduate-level course vary widely in their background and experiences with technology. This pre-assessment provided students an opportunity to show what they know and is allowing me to customize the learning experience for students.

Based on students' pre-assessment responses, I awarded students XPs that can be applied toward specific quests (modules) in the course. For instance, when a student demonstrated on the pre-assessment that she has a great deal of expertise in concepts related to digital literacy, I awarded her XPs to be applied toward the digital citizenship quest. Later in the semester, when this student begins working on the digital citizenship quest, she can choose how to apply her pre-assessment XPs. Applying XPs from previously learned concepts and experiences can keep students from completing assignments that are unnecessary.

Since each student enters our classrooms with a unique set of strengths and needs, it is important to recognize and celebrate what students know and can do. It is equally important to recognize what students do not yet know and cannot yet do. Based on pre-assessment results, I know the strengths and gaps in each student's understanding of course concepts. Perhaps even more importantly, after completing the pre-assessment, my students now have an understanding of their own skills and competencies in relation to course learning outcomes. After pre-assessment results were in, a few students messaged me to say that they were surprised at how much they either did or didn't know.

It is impossible to overstate the importance of this level of self-awareness. Without a pre-assessment or some other opportunity to activate students' prior knowledge in relation to course learning outcomes, my students and I would be moving blindly ahead, tackling each topic and task without regard for students' strengths and needs. In online courses, which many instructors design and construct in their entirety before the semester begins, it can be difficult to envision ways to customize learning for students. This approach has helped me strike a balance between the need to design the course in advance and the need to be responsive to the unique learners in my course.

Sunday, August 10, 2014

Using Google Drive for Student Collaboration in Face-to-Face and Online Courses

I use Google Drive daily for creating, editing, organizing, and sharing documents for both personal and professional uses. Google Drive is a tremendous resource for me as an educator, and I use it often for lesson planning, brainstorming, and other teacher-centered activities. I find the most potential in Google Drive, however, in the ways I use it with students.

In both face-to-face and online classes, I use Google Drive for collaboration among students and with others outside the four walls of the classroom. Google docs and spreadsheets work beautifully with many common interactive learning experiences, such as Think-Pair-Share and peer feedback. In face-to-face courses, Google Drive can serve as a resource for documenting the talk and processes that occur as students collaborate. As an online instructor, I've found that Google Drive allows me to easily incorporate interactive and collaborative learning experiences with students who are separated by distance and time. For instance, I designed the spreadsheet below for an activity that tasked students with exploring new-to-them web tools, sharing their learning with their peers, and providing feedback on their classmates' thoughts. This interaction could take place synchronously (at the same time) or asynchronously (not at the same time) and could happen via any device.



The other examples included below represent uses of Google docs for collaboration that work in face-to-face, online synchronous, and online asynchronous settings.

Jigsaw



Peer Feedback



Collaborative Brainstorming



Collaborative Note-taking



Since Docs and Sheets can be shared locally or globally, they also provide a way to bring outside experts and other students into those collaborative learning experiences. As students in my technology course explored trending ed tech topics, they were asked to reach out to other educators via Twitter, Google+, and other networks. The Google spreadsheet below allowed my students to record their own learning and also allowed other educators to add their thoughts, experiences, and resources.



There are countless possibilities for structuring Google docs and spreadsheets for collaboration in face-to-face and online courses. I would love to hear (and steal) your ideas, so please share by leaving a comment. Thanks!