Effective use of ICTS for Teaching & Learning
For this particular blog post we were asked to create an info-graphic that showcases the use of effective use of ICTs to enhance student engagement.
As you may recall, I previously posted an info-graphic by R. Carranza that makes reference to taking a Blooms Taxonomy approach towards encouraging use of ICTs for higher order thinking on a previous post. Hence, this time I wanted to take a different approach and look at the SAMR model for EdTech integration.
For a larger, printable PDF copy of this info-graphic, please see:
https://pdfhost.io/v/MaZfp3FDl_Effective_use_of_ICTs_for_Student_Engagement.pdf
The SAMR model, created by Dr. Ruben Puentedura, is a framework for considering the differing degrees of ICT integration in the classroom. These levels, in order of lowest level to highest level of ICT integration, are Substitution, Augmentation, Modification, and Redefinition.
In my personal opinion, effective use of ICTs means having to definitely move beyond simply using them as a Substitute for direct teaching, as very little engagement happens at this level unless the subject matter is already of intrinsic interest to the student (s) engaging with it. We can't deny the useful place of Augmentation when it comes to use of ICTs in education, we have only to look at the popularity of the MOOC (Massive Open Online Courses) model of online learning, made popular by online institutions such as Khan Academy, to see that it has an important place, especially among more self-motivated learners. However, where we really begin to transform learning and make it more meaningful for students is at the point where we use ICTs to Modify and completely Redefine learning in ways previously not available in the age before Web 2.0 sites and tools existed.
As you may recall, I previously posted an info-graphic by R. Carranza that makes reference to taking a Blooms Taxonomy approach towards encouraging use of ICTs for higher order thinking on a previous post. Hence, this time I wanted to take a different approach and look at the SAMR model for EdTech integration.
https://pdfhost.io/v/MaZfp3FDl_Effective_use_of_ICTs_for_Student_Engagement.pdf
The SAMR model, created by Dr. Ruben Puentedura, is a framework for considering the differing degrees of ICT integration in the classroom. These levels, in order of lowest level to highest level of ICT integration, are Substitution, Augmentation, Modification, and Redefinition.
In my personal opinion, effective use of ICTs means having to definitely move beyond simply using them as a Substitute for direct teaching, as very little engagement happens at this level unless the subject matter is already of intrinsic interest to the student (s) engaging with it. We can't deny the useful place of Augmentation when it comes to use of ICTs in education, we have only to look at the popularity of the MOOC (Massive Open Online Courses) model of online learning, made popular by online institutions such as Khan Academy, to see that it has an important place, especially among more self-motivated learners. However, where we really begin to transform learning and make it more meaningful for students is at the point where we use ICTs to Modify and completely Redefine learning in ways previously not available in the age before Web 2.0 sites and tools existed.
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