Blog #4- SAMR

 Last Blog Post! We did it! 

Relationship between SAMR & TLC

SAMR is an element of TLC, more specifically SAMR is connected to learning. SAMR is based around the idea of how student learning can be transformed through the use of technology. My general conclusion about SAMR is that the framework or steps are intended to deepen the connection of learning for students with the goal being able to create new learning. As a teacher moves through the stages within the SAMR model and get to Modification and Redefinition students are accessing new ways of learning through the use of technology, but SAMR/tech aren't the learning themselves. The skills of the teacher and their learning goals for the students will determine if the use of technology was effective.   

SAMR Model and Integrating with Intention 

I think the SAMR model is a good reminder that nothing can replace intentional and effective teaching teaching. A good teacher will be able to take different tech mediums and apply them in the class to engage students, but the key part is the teachers involvement. Tech may make tasks streamlined or easier, but that should not devalue the learning. The SAMR model can assist me keeping me in line with my goal which is to transform learning for students, I should strive to modify or redefine learning when using tech. Take for example this web application that illustrates the scale of our universe.

Scale of Universe 

This has been perviously impossible to show at this level, but that alone doesn't make it effective based on the SAMR model. If students just look at the site, mess around with it they are not getting the full definition experience. I need to apply context within this tech like having them look at a carbon atom, comparing that size then connecting it to construction of a glucose molecule which contains carbon. Then having students build a 3D model of glucose, students will be able to get attach their context therefore gaining a deeper understanding.   

     

SAMR Analogy 

The above image isn't an analogy, but I felt it was a great graphic for wrapping your around the different stages or steps of SAMR. The picture does a good job at capturing how each step is different when integrating tech into the classroom. 

This is a good analogy for SAMR in my opinion. I like how you can see the natural progression of innovations for brewing coffee here, and how that ties into SAMR stages ending with Redefinition which completely changes the game. When Keurig machines came out the whole industry was rocked and different innovations started coming out as a result. Also, I just like coffee.  

Level of SAMR Used Most

I have a feeling that I will be mostly in the Augmentation and Redefinition levels the most. Using tech to streamline day-to-day tasks, but also striving for most technology we use to benefit students. I want tech to be game changers when students use them. I am slightly worried that the "novelty" of tech waring off, so when we engage with unique programs I want students to be amazed by it. I want quality over quantity.    

Thank you for reading, I hope you all make it out of the last week without losing too much sleep. 

Post #3 TLC (Learning Tool)

 Brief Description- Tricider ( Link to Site )

     For the L section in TLC I chose Tricider to dive deeper into as I felt I could use this program in a very meaningful way within my science classroom next year. The basic premise of Tricider is the ability to create question and have your community/audience vote and engage with it! I have added a simple example one for you to take a look at, feel free to vote and write your own response. Tricider Example     

    I really like how you can contribute an idea while promoting the pros and acknowledging the cons of it as well. Other people are able to add their own pros/cons and then vote, there is a genuine sense of collaboration while promoting real conversation that can be taken offline and back into the classroom. I could totally use this as a collaborative prediction or hypothesis tool for students to engage with. I have example picture below of how I could use this in a science setting. 

Ease of Use: This site is super easy to use and navigate. You need to create an account to post and link question, but I don't think you even need to have an account to interact with a question? If someone in the comments could let me know that would be great. 

Versatility: I think the limitations of this program is your ability to write/ask engaging questions. The program is best used for generating ideas with class collaboration. I think you could also use this for simple decision making in the class as well, perhaps like a class reward or for students to vote on where next in the lesson to go. In science I could have students post where they think the next lesson should go, and others could vote on it.  

Likelihood of Use: I will totally use this moving forward in class and maybe in my personal life, like planning a big family get together we could use tis to vote on the menu and location. I think Tricider is a pretty great tool. 

Post #2- TLC (Teaching Tool)

 Brief Description- Mindmaps ( Link to check it out ) 

    I feel a little silly that this is the teaching tool I selected, but during my placement I needed something like this when having students design a creature for our final assessment and didn't even think to look for it. I had students use a graphic organizer we made in our notebooks, but Mindmaps would have been a much better tool to use. The tool that I have selected for this post is called Mindmaps and it seems so simple compered to all of AI power houses that can basically run an entire class. This tool allows you to quickly and easily generate a map of your ideas or connections to a central topic, we have all created a mind maps but this tool lets you create it with ease and there is no need to worry about space constraints if you were using a board or on paper. Below is a screenshot of something I made in 4 minutes to illustrate how I would have liked to use it in my placement. There is very little barriers to use and there isn't a steep learning curve.   

    I believe this would have/will be a good teaching tool because it allows students to build and quickly see how ideas grow and and concepts can connect to each other. Mind maps are also just a great visual and exercise when trying to organize thoughts. 

Ease of Use: This tool is very accessible to anyone, there is few inputs and the main point of contact is using a mouse to create lines, and double clicking to edit text and colors. This is extremely easy to use which also drew me to it, there is very little instruction needed to maximize the use of this organization method. My example above has a few funny lines as I was experimenting, but a student could quickly understand how to use this tool.  

Versatility: There is limited use for this tool, but a hammer isn't always necessary either, does that make it a less important or useful? A tool is good when it accomplishes its intended purpose effectively and consistently, which Mindmaps does. This tool's intended purpose is for organization and collection of thoughts. This tool allows for students to further explore their thoughts and put it into a visual representation.  

Likelihood of Use: I could see myself using this in several ways, the first being with the class and creating a mind map together on the main screen. There is a very real possibility of being able to keep up with students thoughts and presenting them in real time with this tool. I could also see myself creating a template with idea prompts and providing students with spaces to write their own information. I could see it being useful to make a visually appealing graphic organizer. 

*I was also messing around with Imgur, which allows for meme creation. This can be cringey when teachers do it, but I also think its funny when students complain about memes and try not to laugh at them. These can be useful to spice up a presentation or when doing "Teach To" at the start of the year*  

    

 

Post 1: Media Literacy

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