To "Automate" teaching and learning within a school district is to conduct "business as usual" with technology tools in place of traditional tools.
In connection with the SAMR scale, Automated schools use technology in mainly Substitution manner. As established earlier, Substitution Skills are important. Kids should know how to take notes on computers, manage files, communicate through email and oversee calendars. But, wile technology is being used to make their work more efficient, in an Automated environment, it's probably not doing a lot to increase their learning. |
When a teaching and learning environment in Informated, the focus becomes involving students in their learning, enabling them to find information and build connections, and allowing them to work and share their work with others. Informated schools use technology in a way which often corresponds to the Modification and Redefinition levels of the SAMR model. Teachers who teach in this model encourage students to lead the learning process by providing them with tasks and resources that enable them to find and "figure out" the content in non-traditional ways, that are enabled by technology. |
To analyze the learning tasks provided to students, answer the Transformational Six questions.
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Question 1:
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Question 2:
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Question 3:
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Google Hangouts - Available through Google Apps - connect with people, classrooms and communities through video chat
Blogger - Also available through Google Apps. Create blogs for showcasing, sharing and collaborating on work. Different levels of visibility are available |
Question 5:
What is the legacy a student leaves behind?
This isn't a question we often think to ask. But can students' work be used to help others? Weebly - Students can contribute to a teacher's website, with their research, written commentary and discoveries left behind to create a growing repository for future students Screencast-O-Matic - Create tutorials showing what is happening on your computer screen. Use to show work, explain processes and more |
Question 6:
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