As a growing number of school districts are turning towards digital tools to support teaching, it’s important to ensure that these tools are adding value by transforming learning experiences. The SAMR model (Substitution, Augmentation, Modification, Redefinition) and TPACK model (Technological Pedagogical Content Knowledge) can help schools as they transition to using more digital tools. In a recent edWebinar, Michelle Luhtala, Library Department Chair, New Canaan High School, CT, reviewed these models and discussed apps that can take teaching, learning, and reading to the next level.
In this #edWebinar, explore the two primary approaches to technology integration: SAMR and TPACK.
Dr. Brandee Ramirez, Educational Coach for Tustin Unified School District, will explore the ways that technology can support, enhance, extend, and even transform traditional balanced literacy teaching practices in the pre-kindergarten through third grade classroom.
Join Ross Cooper, an Apple Distinguished Educator and Google Certified Teacher, as we dive into possible steps, missteps, and lessons that can be learned along our journeys to meet the needs of our students.
The pace of development and the sheer number of different types of technology can be overwhelming to many in the education field. Further, deciding how to implement technology can be confusing. But students with Autism Spectrum Disorders have needs that can often be met with technology,and they may benefit even more from these tools than do students with typical cognitive development. In this presentation from the Teaching Students with Autism community, Jeffery Richards, M.Ed. and Chris Karter, M.A. suggested a framework for utilizing technology in the classroom.
In this webinar, Dr. Jackie Gerstein took us from pedagogy to andragogy to heutagogy and from instructivism to constructivism to connectivism – all within the context of mobile learning.
Webinar presenter, independent languages consultant Joe Dale, examined the SAMR model developed by Dr. Rubin Puentedura, which provides a useful framework for helping teachers rethink how they design activities that involve the use of technology. Joe drew on practical examples to explore the Substitution, Augmentation, Modification and finally Redefinition stages of the model, suggesting how previously inconceivable tasks can be achieved which transform learning and allow educators to ‘teach above the line.