"SAMR model is a conceptual framework developed by Dr. Ruben Puentedura to help you better integrate technology in your instruction. SAMR stands for Substitution, Augmentation, Modification and Redefinition. Each of these four levels correspond with a set of tech-based activities and learning tasks. The strength of SAMR model is that it provides teachers with a robust method to gauge and assess the efficacy of the technology they and their students use in class. Check out this section for more resources on SAMR."
...For some, it does. It’s become commonplace to argue that everyone is better off learning at least basic programming skills—that coding itself is the new, necessary literacy. We’ve seen online courses, games, new programming languages, and even children’s books pushing kids and their parents in this direction.
But “learning to code” is an exceedingly broad concept, and one which without more specifics risks oversimplifying conversations about what digital literacy really means. And how digital literacy is defined is important. This isn’t just about filling Silicon Valley jobs. It’s about educators, policy makers, and parents understanding how to give the rising generations of digital natives the tools they need to define the future of technology for themselves...
"Today as I was wading through my Twitter feeds I came across a link to the periodic table of iPad apps created by ICTEvangelist.Upon checking this work I learned that it is inspired by a relatively similar work done by Sean Junkins which I have featured in an earlier post in this blog. Different as they are, both of these periodic tables provide an interesting collection of educational iPad apps you could probably consider using with your students.These apps are arranged under different categories and each of these categories has a unique colour code to help you identify apps belonging it. The labelling of the categories in these two periodic tables slightly differ from one another with ICTEvangelist tending to repurpose his work for UK-based educational settings."
"Reading is just the communication of ideas through alphanumeric symbols. I’m not sure what this represents such hallowed ground for teachers, but it does. Personally I’d be more concerned with reading habits, reasons for reading, the quality of reading materials, etc. Symbols change, forms change, media change. See the gif animations that demonstrate how a student feels when “bae won’t respond to them.” This is your audience, and these are the symbols they gravitate towards.
In the apps-for-close-reading post, I said that this “interaction” between reader and text during close reading “doesn’t require technology, but can be changed by it.” So it made sense, I thought, to guess at some ways this happens. Or should be happening, anyway.
With more personalization, more access, and more connectivity, we should be creating a generation of close-readers that can’t get enough. So if we’re not, the question is, why isn’t that happening? The pieces are there."
Is it possible for our students to be both digital natives and digitally unaware? Young people today are instant messengers, gamers, photo sharers and supreme multitaskers. But while they use the technology tools available to them 24/7, they are struggling to sort fact from fiction, think critically, decipher cultural inferences, detect commercial intent and analyze …
#"Storytelling is a powerful way to inspire students, build community and give children a voice. There are a few great apps that help students of all ages write and tell their own stories (Shadow Puppet, Toontastic) and a new app that I absolutely love is Adobe Voice. This free iPad app is very user friendly and makes the storytelling process simple for children young and old. Kids can add pictures, text, and even choose from different icons to bring their stories to life. Adobe Voice has an easy recording feature for students to add their voice as narration. There is a music library and a selection of themes for users to pick out and include in their final product."
It’s time to ban “digital” learning. For 20 years I have dedicated my career to understanding and demonstrating the value of technology in the teaching and learning process. I once held a job where my title was “School of the Future Technology Architect.” I’m a believer in instruction that is, as the buzzwords go, data driven, adaptive, personalized, one-to-one, online, blended, flipped, and gamified.
Steven Poole: Lengthy pieces of writing are increasingly found on the very internet that pessimists blame for turning us into skim readers (Screen reading versus deep reading - another view on new literacies and attention spans
"While gathering resources to share with campus teachers, I stumbled upon thePhoto Mapo app and quickly added it to my list of tools for summer archival. The intent was to provide a repository of tools and applications that educators could utilize in the midst of their staycations and vacations that could also be extended to the classroom. Photo Mapo is a FREE app that does just that. "
"Emerging technologies is, can be, should be a driving force of this evolution towards Education 3.0. Information access, communication methods, the ability for creative express is qualitatively different than any other time in history due to technological advances."
Schools are slow to address digital literacy when they see it as content to cover, not an everyday component of teaching. Jen Carey shows how to change that. (How to Infuse Digital Literacy Throughout the C...