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​On March 25, 2021, the State Board of Education approved the K-12 Georgia Standards of Excellence (GSE) for Health Education. Full implementation began in the 2022-2023 school year.

World Languages

On January 17, 2019, the State Board of Education approved 7 new Georgia Standards of Excellence (GSE) courses for world languages. These courses will be implemented during the 2019-2020 school year. The courses include 6 new Middle School Dual Language Immersion Courses and a Spanish for Native Speakers Level 3 course.

Fine Arts

The Georgia Standards of Excellence have been created for all courses in Dance, Media Arts, Music, Theatre, and Visual Art. Full adoption for Georgia Standards of Excellence in Theatre and Visual Art begin in the 2018-19 school year and Dance and Music were ​adopted in the 2019-20 school year. Extensive resources, lesson plans, curriculum maps, and teaching aids were created by the GaDOE Fine Arts Department to aid teachers and can be viewed at the link below.

Physical Education

On May 3, 2018, the State Board of Education approved the K-12 Georgia Standards of Excellence (GSE) for Physical Education. Full implementation began​ in the 2019-2020 school year.

Science

​On June 9, 2016, the State Board of Education approved the K-12 Georgia Standards of Excellence (GSE) for Science. The K-12 Science GSE were​ implemented during the 2017-2018 school year following a full year of teacher training.

On July 18, 2019, the State Board of Education approved the Georgia Standards of Excellence (GSE) for the following high school science courses: Astronomy, Botany, Ecology, En​tomology, Epidemiology, Forensic Science, Geology, Human Anatomy & Physiology, Meteorology, Microbiology, Oceanography, and Zoology. These Science GSE courses were implemented during the 2020-2021 school year.

Social Studies

The Georgia Standards of Excellence (GSE) for Social Studies were approved on June 9, 2016 and were implemented beginning the 2017-18 school year.

English Language Arts

All coding for standards and related instructional resources will be updated with the new GSE for use beginning in the 2015-2016 school year. For example, ELACC3RF3 will be changed to ELAGSE3RF3. All GPS and related documents in other content areas will be renamed to reflect the Georgia Standards of Excellence (GSE) as revisions occur.

See below for links to the ELA.

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​On March 25, 2021, the State Board of Education approved the K-12 Georgia Standards of Excellence (GSE) for Health Education. Full implementation began in the 2022-2023 school year. On January 17, 2019, the State Board of Education approved 7 new Georgia Standards of Excellence (GSE) courses for world languages.

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Join a game of kahoot here. Kahoot! is a free game-based learning platform that makes it fun to learn – any subject, in any language, on any device, for all ages!

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

The biggest obstacle to teaching online probably isn't the technology. Teachers seek out educational technology, in fact, because it "can have considerable positive impacts on student performance," according to a 2016 study -improving test scores and allowing teachers to assess student achievement more efficiently. The big problem is how to integrate it: Beyond the sheer number of tech tools available, the same researchers identified "inadequate professional development and training" as the primary obstacle to using technology productively in classrooms.

Understandably, the emergence of the coronavirus has dramatically accelerated the process of integrating edtech, as educators around the country race to get online as fast as they can. But as many of our teachers have noted, the current state of K-12 online learning is more like triage-a form of crisis management-and not at all like skillfully managed distance education.

What's missing from the conversation right now, which makes sense given the immediacy of the need, is a focus on the bigger question of what the highest quality technology integration actually looks like. That's an important conversation to have, because in a post-coronavirus world there's likely to be a greater emphasis on digital learning, even as we return to physical schools and take advantage of face-to-face opportunities.

A Hierarchy of Tech Uses

A powerful conceptual tool to think about technology integration-and edtech's best uses-is the SAMR model, developed in 2010 by education researcher Ruben Puentedura, who was the 1991 recipient of a Phi Beta Kappa teaching award.

The SAMR model lays out four tiers of online learning, presented roughly in order of their sophistication and transformative power: substitution, augmentation, modification, and r edefinition. When switching to an online format, teachers often focus on the first two levels, which involve replacing traditional materials with digital ones: converting lessons and worksheets into PDFs and posting them online, or recording lectures on video and making them available for asynchronous learning, for example.
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Those are important steps, especially when teaching online for the first time, but in classrooms where tech integration has moved to the mastery level, the last two levels of the SAMR model-modification and redefinition-should also be in the mix. Students in classes where this kind of mastery is embedded find more novel and immersive uses for technology. They are creators and publishers of their own work across multiple forms of media, for example, or they are inviting professionals to provide feedback on their work products, or participating in digital forums with other peers around the world.

It's tempting to think of SAMR as a mountain to be summited. But good technology integration isn't about living at the top of the SAMR model; it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

Here's a closer look at good classroom practices at each level in the model:

Substitution

"Substitution" means replacing traditional activities and materials-like in-class lectures or paper worksheets-with digital versions. There is no substantial change to the content, just the way that it is delivered.

The goal here is to keep things simple: there's no need to reinvent the wheel. Scan your lessons and worksheets, convert them into PDFs, and post them online using Microsoft OneDrive, Google Drive, or a similar file-sharing service. Think about the information you have on your walls, such as the classroom norms, the daily schedule, or vocabulary lists, and convert them into digital formats that students can easily reference.

It may also help to provide synchronous as well as asynchronous versions of your lectures. If you're holding class meetings over a videoconferencing service like Zoom or Skype, provide a recording for students who can't attend. You can also create your own instructional videos for students to view at their own pace.

Augmentation

This level involves incorporating interactive digital enhancements and elements like comments, hyperlinks, or multimedia. The content remains unchanged, but students can now take advantage of digital features to enhance the lesson.

For example, students can create digital portfolios to create multimedia presentations, giving them more options to demonstrate their understanding of a topic. And instead of handing out paper quizzes, you can gamify your quizzes with tools like Socrative and Kahoot.

Teachers can also create virtual bulletin boards-using an app like Padlet -where students can post questions, links, and pictures.

Modification

At this level, teachers can think about using a learning management system like Google Classroom, Moodle, Schoology, or Canvas to handle the logistical aspects of running a classroom, like tracking grades, messaging students, creating a calendar, and posting assignments.

Teaching online opens up new channels of communication, many of which can help students who have traditionally been marginalized. Research shows that girls may be less likely to speak up in class, for example, so they may benefit from backchannels -alternative conversations that can run alongside instruction-that encourage participation.

Zoom's text chat feature, meanwhile, gives students an opportunity to write their questions out, which can feel less intrusive if there are dozens of students participating in the call. Also, students who prefer to collect their thoughts may benefit from slower-paced, asynchronous discussions in an online forum or email threads.

Redefinition

Learning is fundamentally transformed at the "redefinition" level, enabling activities that were previously impossible in the classroom.

For example, virtual pen pals can connect students to other parts of the world, whether it's with other students or experts in a field. Virtual field trips enable students to visit locations like the Amazon rainforest, the Louvre, or the Egyptian pyramids. After reading a book in class, you can invite the author to chat about their work and answer questions.

Technology also provides an opportunity to bring authentic audiences into your virtual classroom, and can make publishers out of your students. Kids can write their own wikis or blogs for public consumption and feedback-and platforms like Quadblogging can connect distant classrooms together so students both write and respond. Students can tackle local problems-like investigating the water quality of a nearby river-and invite members of the community to assess their digital proposals.

Going Beyond SAMR

Finally, consider how technology can be used not just as a way to deliver content, but also to strengthen relationships with your students. For elementary school teacher John Thomas, Seesaw and Flipgrid allow him to share a daily greeting, which his students then respond to-or to each other-with a typed or voiced comment. It's a good way to provide some stability while they're isolated.

How can my lesson be improved using technology?

How can I engage and empower students through technology?

How can online learning more closely resemble authentic, real-world learning?

Remember, again, that SAMR is sometimes thought of as a mountain to summit, but it's really more like a toolbox. The goal isn't to use the most sophisticated tool, but to find the right one for the job. More importantly, however, it's a way to reflect on your technology integration by thinking about a few key questions:

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A Powerful Model for Understanding Good Tech Integration

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Good technology integration isn't about using the fanciest tool, it's about being aware of the range of options and picking the right strategy-or strategies-for the lesson at hand.

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Browse our resource library (including research briefs and guides), expert Q&A, glossary, quotes about reading, educational apps, books about reading, writing, and instruction - and more!

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The Money Song | Penny, Nickel, Dime, Quarter | Jack Hartmann Money Song

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Edpuzzle video lesson. Make any video your lesson. Take a video and crop it, add your voice or embed questions at any point.

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Video lessons made in partnership with the National Science Teachers Association that engage, educate & inspire kids in science. Generation Genius videos are 12-minutes long and include lesson plans, teacher guides, DIY activities and stopping points for class discussion.

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This is a simple game mathematical game for practising

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PBS LearningMedia | Teaching Resources For Students And Teachers

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Inspire your students with thousands of free teaching resources including videos, lesson plans, and games aligned to state and national standards.

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Educator Resources: Science and Nature | Smithsonian Institution

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Learn more about Educator Resources: Science and Nature

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SplashLearn: Fun Math & ELA Program for PreK-Grade 5

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SplashLearn is an award-winning learning program loved by over 40 million kids for engaging Math and ELA practice. Aligned with Common Core and various state standards.

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