When we think about including ICTs in the classroom, we need to have a clear purpose for doing so; that is to say, we should not use technologies just because they might be a new interesting tool to catch student’s attention. To show you this, we would like to share a lesson we planned. Here we made use of Power Point to practise vocabulary related to food together with likes and dislikes. The Power Point presentation aimed to be an example of the student’s final task which is one of the last parts of the project. To see the lesson plan in depth follow this link.
After sharing our lesson plan with our classmates at the institute, we were introduced to the SAMR model proposed by Puentedura. “Dr. Ruben Puentedura is the Founder and President of Hippasus, a consulting firm based in Western Massachusetts, focusing on transformative applications of information technologies to education. He has implemented these approaches for over twenty-five years at a range of K-20 educational institutions, as well as health and arts organizations. He is the creator of the SAMR model for selecting, using, and evaluating technology in education, which currently guides the work of the Maine Learning Technology Initiative, as well as projects in Vermont and Sweden. His current work explores new directions in mobile computing, digital storytelling, learning analytics, and educational gaming, focusing on applications in areas where they have not been traditionally employed. He can be reached at rubenrp@hippasus.com.” (Puentedura, 2004)
According to the model presented in this picture, we could classify our Power Point presentation at the substitution level since it plays an enhancement role in the teaching and learning process. We choose to place our presentation in the substitution level because the same task can also be achieved by using non-digital tools such as flashcards.
As we can see in the picture above, the higher levels of the hierarchy correspond with the actual transformation of tasks by using ICTs to redesign them in a way that would be inconceivable otherwise.
In order to take our presentation higher in the hierarchy, we thought of replacing the Power Point presentation with a video students would create in groups about the food they like or don’t like. They will share the videos on Youtube. After they have done so, we will tell them they have to classify the food present in the videos as healthy or unhealthy so as to reflect on our eating habits.
For further explanation of the SAMR model you can watch the following video:
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Source:
Puentedura, Ruben R, 2004 . Retrieved September 27 2016 from
http://www.hippasus.com/team/rrpuentedura.html
Source:
Puentedura, Ruben R, 2004 . Retrieved September 27 2016 from
http://www.hippasus.com/team/rrpuentedura.html
