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Posts tagged with "SAMR"

Free ePub: Redefining the Task Again

Last October we developed our first ebook, Redefining The Task, as a part of a presentation at The British Council. Made with our all time favourite app, Book Creator, the ebook spotlighted 17 other creative apps that we recommended for use in the classroom. The response to the book was great and it is still available for download from here.

So when we were booked to presented at The Global Education Forum this March, we decided to launch a sequel, entitled Redefining The Task Again. Like all good sequels, we wanted this volume to be bigger and better but maintain the ethos and approach that made the first book successful.This time we spotlight nearly 30 apps and Sabba Quidwai and Simon Moore, featured writers here on the site, contributed to it alongside myself and site co-founder Luke Rees. Practical examples of how to harness each app are included.

As with the previous ebook, we offer this to you completely free.We hope you enjoy it and find it useful.

Steve Bambury iPad Educators Founder DOWNLOADING THE BOOK

The book can be downloaded by clicking on either the Dropbox or Google Drive icons below. Please note that the book is just under 100MB in size and so may take a few minutes to download depending on your internet connection.

If you are downloading directly on an iPad, when you click to download, it may seem like nothing is happening but the download has begun.

If you want, you can even download the book directly to a PC or MAC and view it in full multimedia format using the free Readium app available through the Google Chrome App Store.If you have any problems downloading the book, please do get in touch.

Free Epub: Redefining the Task

From the Site:

Many of you will have heard of the SAMR model for embedding technology in education, developed by Dr Ruben Puentedura. This two phase, four step model posits that the true aim for anyone seeking to harness tech in the classroom should be to redefine the actual tasks we are setting as educators. The iPad offers a wealth of opportunities to reach this goal due to its innate versatility and mobility.

A teacher recently told me that she didn’t see the point of iPads in education as there was nothing she could do with them that she couldn’t do without them. This is a classic case of someone who is only able to see/utilise technology within the “”Substitution” band. It’s the 21st centrury and we’re preparing children for a future that is inescapably threaded with the use of technology. We need to do all we can to prepare them for this.

They are ready. We know they are and more importantly they know that they are. Their lives are imbued with daily technology use and they access the world in a much more tech-friendly way than ever before. It also allows them to create work that is modern, polished and in line with their own goals and expectations. A parent recently spoke to me about an iPad project that I ran last year where the children used Book Creator to collate a whole term’s worth of multimedia work rather than use an exercise book. The parent in question told me that she had never seen her child so eager to share this work and that over the summer she had taken it on holiday to see their extended family and shown every single one of them!

Genuine pride.

The only problem for educators is that inescapabilywith over a million apps in the App Store and 60,000 within the education section, the location and choice of apps can be daunting. When it came to choosing the apps for our presentation, we selected those that are best suited to modifying and redefining the tasks set for students. What these apps have in common is that they are creation tools. Taking a constructivist approach towards selecting apps allows educators to get more out of each application as these apps work across a range of curriculum areas and age ranges.

The apps we focused on were:
  • - BOOK CREATOR
  • - EXPLAIN EVERYTHING
  • - MOLDIVv
  • - PUPPET PALS
  • - FRIENDSTRIP
  • - SLOPRO
  • - MASTER FX
  • - MORFO
  • - COMIC LIFE
  • - MADPAD
  • - STAGE
  • - SKITCH
  • - PLAYART
  • - PLAYSCHOOL ARTMAKER
  • - MAKEDICE
  • v- TYPE DRAWING v- FOLDIFY

Details on these and examples of their use can be found within the ebook itself (link below) as well as in various other features and reviews across the site. Naturally there are others we could have included and we hope to produce a second volume of the book next year.

If you have any issues downloading the ebook, feel free to contact us.

Download from Google Docs: DOWNLOAD THE EBOOK Please note that the ebook is in .epub format to enable all the multimedia elements to work in full. This means you have two choices: 1. open the link on your iPad and download the file (Open in iBooks) 2. open the link and save the file to your Mac or PC and open the file using the Google Chrome browser’s Readium app (free to download)
Feb 4

Sassy SAMR Haku Deck


Created with Haiku Deck, the free presentation app for iPad
Jun 6

Pedagogical App Wheel 2.0

Got pedagogy? Got an iPad? Got the SAMR model?

You need this!

What does the SAMR model have to do with a Starbucks cup of coffee? More than you might think. Check out this episode of Digital Discoveries to find out how the two are related!

Take the Integration Ed Tech vs. Just using Ed Tech quiz here! Episode 51 of the Digital Discoveries Series!

SAMR and Starbucks Revisited

JP Hale over at the EdTech Minute fromTaylor ISD in Taylor, Texas takes the SAMR model vs. Starbucks that I originally posted here and puts his own spin on it. Nice job! Thanks for keeping the conversation going JP!

Moving Up the SAMR Scale

I noticed something very interesting yesterday when I was giving a presentation on the SAMR model. Now I wonder if this was an isolated incident or was it something that occurs naturally. If it occurs naturally, then it makes me rethink perhaps how we should introduce technology to kids and to teachers.

First, let me explain the training: 

I was introducing teachers to the SAMR model of tech integration. You all know by now it is: S: Substitution, A: Augmentation, M: Modification, and R: Redefinition.  Here is a brief intro to it if you are not familiar with the SAMR Model:

After I introduced each letter, the teachers were given specific apps to explore on their own in groups.  Most had never actually dived deeply into how the apps worked, only having cursory knowledge of them. Some were seeing them for the first time.  So, I would talk about Substitution for instance, and then the teachers had to figure out: 

  1. How the app worked
  2. How it could be used as a Substitute in a regular lesson
  3. Write a lesson that had the app in it instead of the traditional lesson

All of the teachers were able to figure out how substitution worked. But at the lower levels of the SAMR model, TO A GROUP, they all jumped way ahead of simply substituting and moved well into Modification and Redefinition. Completely on their own, without suggestion or direction. It was just an organic movement. 

image

As an example, we started with an app called Inspiration Maps, which is a mind mapping tool. I simply wanted them to explore the app, and see how they could substitute the app mindmap for one on paper. Within minutes, (Now remember that they had mostly never seen the app before) the teachers were explaining to me that they could imbed clip art, pictures, hyper links, things that went way beyond simple substitution. They had jumped into Augmentation and Modification. They told me about saving the mind map into other programs,  embedding the products into all kinds of OTHER programs, which was essentially jumping into Redefining the lesson. 

When looking simply to substitute a lesson in Storybuddy as a simply replacement for a crayon/pencil/paper assignment, the teachers really lit up when they discovered that you could record your voice into the story. Imported pictures, take pictures with the iPad and more They jumped right from substitution into Modification and Redefinition without prompting.  

image

This got me wondering if there is some kind of natural point where people jump from using technology in a simple way  (Substitution) to a more advanced way (Redefinition)  and they don’t even realize that they are doing it? From writing a simple email to attaching photos, from just typing in a word processor to embedding photos and sound and videos and then saving in multiple formats? 

I wonder if training that shows people how to do EVERYTHING is not needed, just point in a direction and let the learner explore and make the connections on their own. How much time would be saved if that happened? And what about those that cannot make the connections? Where are they left?

What are your thoughts? Do you think that people naturally jump from simple to more advance use of tech without being shown? Should professional development change to accommodate that? Should kids be treated the same way when it comes to exploring technology in the classroom?

Ruben Puentadura is the creator of the SAMR model of technology integration. Here he talks about Technology integration in a mobil world.

Excellent beginning place for the SAMR Model.

Excellent beginning place for the SAMR Model.

Mar 9

The SAMR Model - Stich.It

Using the website Stich.it I loaded the five SAMR videos into a single site.

Pretty nice.

http://stich.it/siMTg5Ng

Mar 7

SAMR Model Video Links

SAMR Introduction:        http://youtu.be/Jn1nHgFesUs
Substitution:                     http://youtu.be/mmtyw3YxtRE
Augmentation:                 http://youtu.be/1IHoqEwuMyE
Modification:                   http://youtu.be/f48amZYSYYI
Redefinition:                    http://youtu.be/oeU5q1pOsY0