Preparing students for college and career in the 21st century necessitates that educators embrace the new learning our digital native students want and deserve. Schools must develop innovative classrooms and empower students to develop the creativity, critical thinking and collaborative skills they will need to be successful in our modern era.
ISTE
The International Society for Technology in Education, an organization with Oregonian roots, identifies the following seven standards for students:
- Empowered Learner
- Digital Citizen
- Knowledge Constructor
- Innovative Designer
- Computational Thinker
- Creative Communicator
- Global Collaborator
https://www.iste.org/standards/for-students
ISTE also has standards for administrators including:
- Visionary Leadership: develop, lead and implement a shared vision for technology integration.
- Digital Age Learning Culture: promote and sustain a culture of relevant, rigorous, engaging digital age education for all.
- Excellence in Professional Practice: Promote professional development that empowers educators to integrate technology and digital resources during instruction.
SAMR Model
SAMR Model: When we think of technology integration, a useful model to evaluate the use of tech is the SAMR model of Dr. Rubin Puentedura. Below are examples of how a teacher during English Language Arts block could use technology in different ways along a continuum of technology integration from enhancement to transformation.
Substitution: a technological resource is substitutes for something that used to be done in hand. For instance, students read a digital copy of Number the Stars in Epic or MackinVia.
Augmentation: technology is again used as a direct substitute, but with a functional enhancement. For example, students read a digital copy of Number the Stars, and use an integrated online dictionary to look up word meanings they don’t know.
Modification: the integration of technology is now transformative of the assignment, allowing for a redesign of the activity. For instance, students read Number the Stars, and then work collaboratively using multimedia resources to build greater understanding of WWII and the resistance Denmark.
Redefinition: the technology tools allow for the creation of new, previously impossible tasks and assignments. For example, students collaborate to construct a multimedia, interactive online poster describing events and themes of the text, which are hot linked to real life examples from online research. This poster is uploaded and linked to their classroom website.
Substitution: a technological resource is substitutes for something that used to be done in hand. For instance, students read a digital copy of Number the Stars in Epic or MackinVia.
Augmentation: technology is again used as a direct substitute, but with a functional enhancement. For example, students read a digital copy of Number the Stars, and use an integrated online dictionary to look up word meanings they don’t know.
Modification: the integration of technology is now transformative of the assignment, allowing for a redesign of the activity. For instance, students read Number the Stars, and then work collaboratively using multimedia resources to build greater understanding of WWII and the resistance Denmark.
Redefinition: the technology tools allow for the creation of new, previously impossible tasks and assignments. For example, students collaborate to construct a multimedia, interactive online poster describing events and themes of the text, which are hot linked to real life examples from online research. This poster is uploaded and linked to their classroom website.