Monthly Newsletter providing cutting edge Volume 1, …mpsteacherresources.weebly.com/uploads/1/0/5/1/10512391/curr... · The SAMR model, as defined by Dr. Ruben Puentedura, provides

In This Issue

TechKnowledge Day

The SAMR model

Technology — Then, Now and Beyond… Making the Digital Conversion

What’s Trending

Top 10 ED-Tech

Trends in 2015 Caine’s Arcade -

How creativity can change a life

10 Things NOT to do

in a 1:1

“The future cannot be pre-dicted, but fu-tures can be in-vented." -- Dennis Gabor, Hungarian-British electrical engineer and physicist

Monthly Newsletter providing cutting-edge

educational resources to MPS educators

November 2014 Volume 1, Number 6

TechKnowledge Day Preview

We have chosen to use the Statewide Longitudinal Data System (SLDS) to store our

student data. There are several sessions related to this system at TechKnowledge

Day. To start out there are sessions that will assist you in the exploration of School

Reports and Teacher Reports (Utilizing School Reports in the SLDS, Utilizing Teacher

Reports in the SLDS). The information that you access in SLDS can assist you when

working with Mastery Connect and the development of the common assessments

(Mastery Connect Roundtable/Work Session). Another related session is the Mi-

crosoft Excel and SLDS, which will assist you with sorting data and creating a visual

representation of the data.

The classroom strand includes a wide variety of sessions for Speech Therapists

(Speech Apps Show and Tell), Special Education instructors (Sharing ideas for using

apps in Special Education) and Classroom teachers (Google Applications for Begin-

ners, Promethean Basics, Khan Academy). There will be several sessions with staff

members sharing their classroom practices (Classroom Technology Practices, Class-

room Practices) along with a wide variety of software and classroom related topics

(Habitudes/Tribes, Class Dojo, Windows 8.1, Office 365, Cloud Basics, Presentation

Tools). There will be a session on Canva (like the old Print Shop program), Algodoo

(a science sandbox/playground) and Caines Arcade.

Another strand addresses Spanish in the classroom and the ELL process. Our

thought is that sooner or later each of us will have a student in our classroom that

does not speak English as their native language. These sessions (Survival Spanish for

the Classroom and Sheltered Instruction for ELL Students) should raise awareness

of resources we have available and of the process we are utilizing to assist in the

education of these students.

The “Techie” strand for this year includes a demonstration by the Mandan High

School Robotics Club, presentations by a CHI (formerly St. Alexius) programmer on

the Process of Software Development, an introduction to available apps and pro-

grams to learn coding (Introduction to Coding Apps/Programs) and a session talking

about the development and testing of Autonomous Vehicles (Will your pizza be de-

livered by drones or driverless vehicles and other worthwhile information).

The SAMR model, as defined by Dr. Ruben Puentedura, provides a

structure for the design of embedded technology use in the classroom. This

model supports educators today as they design and integrate digital learning

experiences that utilize technology to transform the learning experience for

students.

The above visual of the SAMR model depicts each step along the continuum.

Student engagement becomes more of the focus with each step and learning

occurs in a transformational manner.

At the substitution level, technology use simply acts as a substitution for something that

was done prior to the use of technology, with no real change in student engagement.

At the augmentation level, substitution occurs, but there is improvement in student out-

comes. This is due to the immediate feedback and collaboration that students experience

providing more engagement in the learning process.

Modification allows for a change in the task redesign. Students can be asked to take

notes using a screencasting tool and later add the audio component and follow-up by post-

ing them online for others to view.

The top of the stairs as depicted above is redefinition. The emphasis is placed on student-

centered learning. At this level the students learn new skills and concepts as they com-

plete a task.

Click for more information and to watch a video explaining the SAMR model in 120 seconds.

Technology Education — Then, Now and Beyond

Making the Digital Conversion

As technology has infiltrated our society, it has done the same in

education. Educators have often wrestled with how technology fit

into classrooms. Beginning with the typewriter (introduced ap-

prox. 1922) to the introduction of calculators in the 70’s, teachers

have discussed the value of technology in their classrooms. In the

1980’s and 90’s, the evolution of the personal computer and the

introduction of the Internet created in a world in which infor-

mation was available at our finger tips when and where we had

access. In present time, The new technology shift for educators

takes on many names:

Digital Conversion

1:1 initiative

Digital Learning Shift

21st Century Learning Conversion

Technology and Learning Convergence

BYOD

So, what is a Digital Conversion? Often times, this process is equat-

ed to providing all staff and students with an electronic device that

travels between home and school. But, it means much, much more

than just providing devices. In his book, Every Child, Every Day, Dr.

Mark Edwards defines a Digital Conversion as: The transfor-

mation of instruction from a paper-based world to a

primarily digital world, in which every student and

teacher has access to a personal learning device and

the Internet anytime / anywhere.

By this definition, making a digital conversion in-

volves making significant changes in how we do

business daily. This process does not happen over-

night and it takes a significant investment of time

and money. So, is such a conversion necessary

and if so, when does a school district make the

leap? These questions are often conversation piec-

es in education circles and in our own school dis-

trict as well.

(CONT.)

Technology Education — Then, Now and Beyond

Making the Digital Conversion (Cont.)

Our School Board made a goal two years ago to research a digital con-

version by the 2016-17 school year. Many changes needed to make this

conversion have already been made: Our wireless network has been

greatly improved will continue to be expanded in the coming year. Ad-

ditionally, we continue to provide training to staff members during our

annual Tecknowledge day on how to teach in a digital world. Re-

cently, a team of school officials visited a regional school district

(see web page below) that had made a digital conversion.

As we continue down the path of Digital Conversion, it is important

that staff members are involved in this process. Teachers are the

elemental piece in making this evolution in teaching and learning.

Be looking for surveys, continued professional learning oppor-

tunities regarding technology and also opportunities to serve on

leadership teams. Most importantly, we ask that teachers begin

to think about how their classroom might look different and

begin to plan for those changes.

An important question as we move forward with this process is

what is our ultimate goal for making a Digital Conversion?

“We need to get ready for the new state test?” or “We need to

improve our overall achievement scores.” These answers miss

the mark. The real goal for making a digital conversion is to prepare our students

for the world they will enter. It is important to remember that the device that our

students will use in the work place probably has not yet been invented. They must

be able to adapt to a continually changing digital environment. As a point of refer-

ence, first IPAD was released on April 3, 2010 and 5 different versions have al-

ready been released!

Below are some excellent resources to learn more about making the digital conver-

sion:

Every Child, Every Day

by Dr. Mark A. Edwards.

Becker Public Schools

www.commonsensemedia.org