https://padlet.com/aleycat1780/up31h768cc49 en-us 2017-04-12 20:52:44 UTC 2023-03-27 20:48:37 UTC hello@padlet.com aleycat1780 https://padlet.com/aleycat1780/up31h768cc49/wish/166170421 Dr. Ruben Puentedura is the designer of the SAMR model.

Here is a link for more information.
 https://www.youtube.com/watch?v=ZQTx2UQQvbU]]> 2017-04-12 21:05:27 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166170421 aleycat1780 https://padlet.com/aleycat1780/up31h768cc49/wish/166170481
Substitution-  Another way to describe substitution would be if you "replaced" one thing with another.  No functional change means that the assignment isn't changing but the method of completing the assignment changed.

Augmentation- This is the same as substitution but here there is functional change. Functional change means that the

Modification- Modification take augmentation one step further. This is where one would use a function that is embedded in the technology is used. For example, ABC spell check in a word document.

Redefinition- This is where your final project is put out into the world so you can receive feedback. This is a collaborative event


(See below for an example.)]]> 2017-04-12 21:05:58 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166170481 aleycat1780 https://padlet.com/aleycat1780/up31h768cc49/wish/166170511
Assignment: Writing a paper

Substitution- The act of typing in a word document would "replace" the use of a pen or pencil and paper.

Augmentation- Using ABC spell check in Microsoft word instead of looking it up in a dictionary or thesaurus.

Modification- The word document that was created would then be shared in a padlet for the rest of the class to comment on.

Redefinition- The act of the rest of the class reading and commenting on the word document that was created and shared.

]]> 2017-04-12 21:06:15 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166170511 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/166615885 SAMR stands for substitution, augmentation, modification, and redefinition.]]> 2017-04-17 19:08:03 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166615885 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/166616501 The purpose of the SAMR model is to help incorporate the use of technology within teaching and learning. Following the model allows educators to design and further develop lessons and other activities. The goal of using the SAMR model is for educators to utilize technology to advance students' learning experiences. ]]> 2017-04-17 19:11:59 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166616501 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/166625209 Students learning in the twenty-first century are surrounded by more technological resources than any previous generation. The amount of technology is always growing because new innovations are created day in and day out. Being raised around these resources has lead to children becoming just as, if not more, adaptable to new technology as their teachers are. Students' adaptability to and vast understanding of technology allows the SAMR model to be applicable. Incorporating today's technology within the classroom makes assignments more interactive, collaborative, and engaging. In addition, lessons that follow the SAMR model often include a wider range of skills for students to learn, that they can eventually use later in their school or work life. Technology can be used not only to enhance, but also to transform students' educational experiences for the better.]]> 2017-04-17 20:06:42 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/166625209 aleycat1780 https://padlet.com/aleycat1780/up31h768cc49/wish/167929819 2017-04-24 18:18:28 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/167929819 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/167994708 As aspiring teachers-to-be, we analyzed a second grade language arts lesson and how we could successfully apply the concepts of SAMR. The lesson focused fairy tales and their various aspects, such as members of a royal family (princes, princesses, kings and queens), characters with special or magical powers, and/or magical transformations. The original lesson begins with two short fairy tales and corresponding questions in order to build on prior knowledge of fairy tales and their features. Once this is completed, the lesson goes on to include the story of Beauty and the Beast, as well as a more in depth analysis of why this story is a fairy tale. For more information on the original lesson, click the following link: https://drive.google.com/file/d/0ByQoeATRzA5FdmRuR3E2ZXZtMk0/view?usp=sharing
(The lesson is explained beginning on page 1 and concluding on page 67 when following the books' page numbers).


]]> 2017-04-25 01:46:59 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/167994708 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/167996422 Below are the ideas we brainstormed for implementing technological advances within the second grade fairy tale lessons:

- Substitution: Instead of reading a paper copy of the story to the students, we thought of using an online read aloud version of the story. The read aloud we found has two options: one with only illustrations and words for reading, and one with illustrations, words and narration for students to listen and follow along to. The option without narration provides the opportunity for either students or teachers to read the story. However, the option with narration may be helpful for students who are more auditory learners. Nevertheless, the speed of the story in both options is controlled by the teacher hitting the next arrow, which can provide opportunities for discussion. Also, displaying a digital version of the story via projector or SmartBoard allows all students to have a view of the story. It has to be acknowledged that there are various versions of the Beauty and the Beast story, such as the book version, the animated film version, and the live action film version. The lesson can be conducted with the use of one version of the story, or multiple versions with students comparing similarities and differences.
Click the following link to view an example of a read aloud of Beauty and the Beast: http://princess.disney.com/belles-story

- Augmentation: The use of SmartBoards, which are commonly found in elementary schools nowadays, provides an opportunity to enhance activities that correspond with the lesson. For instance, a teacher can create a KWL chart on SmartBoard Notebook which students can fill out as a class based on their knowledge of fairy tale characteristics. In addition, a matching activity created on SmartBoard Notebook could be used to teach and review vocabulary related to fairy tales. Another click-and-drag activity could include students clicking and dragging pictures of facial expressions and clothing or fur in order to illustrate their interpretation of the Beast's appearance. Similar ideas that can also be used can be found from SmartBoard Exchange at the following link: http://exchange.smarttech.com/details.html?id=a3fd9aac-1683-4b68-9832-aba81a11872a

]]> 2017-04-25 02:08:36 UTC https://padlet.com/aleycat1780/up31h768cc49/wish/167996422 brianna_ceccolini https://padlet.com/aleycat1780/up31h768cc49/wish/167998788 Below is a continuation of the ideas we brainstormed for implementing technological advances within the second grade fairy tale lessons:

- Modification: Our idea for modification was for students to use an online mind mapping tool, such as Mindomo, with the purpose of mapping out their interpretation of Beauty and the Beast. Depending on the chosen mind mapping program and the resources available, students would be working on a computer or a tablet. Students would use the mind mapping program to organize short notes and images regarding how they would tell the story of Beauty and the Beast.

- Redefinition: Our idea for redefinition was for students to use an online storybook creator, such as StoryJumper, to create their own version of Beauty and the Beast. This project can be completed in pairs. The students can come to an agreement on a plan for their stories while referencing their ideas from their mind maps. After this is settled, one student can be in charge of gathering images for the scenes and props of the story and saving these images in a shared Google Docs folder between the pair of students. The other student can be in charge of creating the book on StoryJumper and incorporating the saved images in their folder. Both students can communicate and discuss how to word their notes from the mind map into full sentences to tell the story. After the book is completed, students would both print their books out and present them to the class, as well as post them on the StoryJumper website to receive feedback. To see examples of Beauty and the Beast StoryJumper books, click the following link: https://www.storyjumper.com/book/search/q/beauty%20and%20the%20beast


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