Is There a Purpose?
Purpose is always something that, as teachers, we are asked to provide for students regarding everything that we do in the classroom. Why do they have to read that book? What are the uses of that skill outside of the classroom? When will we use that formula? Why are you assessing students in that manner? And so on...
The same question applies to technology use in the classroom. We must always start our thinking with the purpose questions: Why are we using that tool? What purpose does it serve for students? What does technology allow students to do that they cannot do without it? Once we have found the answers to these questions, we are then able to take the technology and use it more effectively than ever before.
One model that many teachers and educational technologists have started to use is referred to as the SAMR model. This was developed by Dr. Ruben R. Puentedura, founder of Hippasus, a consulting firm whose goal is to "help transform education by combining a broad range of information technologies with novel educational approaches and a set of rigorous metrics for the evaluation of results" (R.R. Puentedura, 2012). The SAMR model is a description of the progression that happens during the implementation process of technology. In short, it describes the stages that implementors go through as they begin to change their pedagogical approach with technology. Instructors will notice a shift from using technology as a substitution for other tools to using technology in novel ways that would not be possible without that technology.
As you begin your own process of implementation, purpose should always be the driver. What is the purpose of using whatever medium you choose with students? Whether it be technology or not. Then, look to the tools that you have available. Sometimes technology won't be the most useful and innovative tool. Other times, students are given the ability to go beyond the normal restraints of schoolwork and extend their learning because of a technological tool that they are allowed to use. Then we can ask the question, "Have I redefined how I'm allowing students to demonstrate mastery of the content?" And if not, then we should ask, "How can I redefine this classroom activity to change how students interact with the content?"
For more information and presentations about the SAMR model, please visit http://hippasus.com/rrpweblog and for Dr. Puentedura's podcasts, visit http://tinyurl.com/aswemayteach.
Reference:
Puentedura, R.R. (2012). About Hippasus. Retrieved from http://hippasus.com/about.html
The same question applies to technology use in the classroom. We must always start our thinking with the purpose questions: Why are we using that tool? What purpose does it serve for students? What does technology allow students to do that they cannot do without it? Once we have found the answers to these questions, we are then able to take the technology and use it more effectively than ever before.
One model that many teachers and educational technologists have started to use is referred to as the SAMR model. This was developed by Dr. Ruben R. Puentedura, founder of Hippasus, a consulting firm whose goal is to "help transform education by combining a broad range of information technologies with novel educational approaches and a set of rigorous metrics for the evaluation of results" (R.R. Puentedura, 2012). The SAMR model is a description of the progression that happens during the implementation process of technology. In short, it describes the stages that implementors go through as they begin to change their pedagogical approach with technology. Instructors will notice a shift from using technology as a substitution for other tools to using technology in novel ways that would not be possible without that technology.
As you begin your own process of implementation, purpose should always be the driver. What is the purpose of using whatever medium you choose with students? Whether it be technology or not. Then, look to the tools that you have available. Sometimes technology won't be the most useful and innovative tool. Other times, students are given the ability to go beyond the normal restraints of schoolwork and extend their learning because of a technological tool that they are allowed to use. Then we can ask the question, "Have I redefined how I'm allowing students to demonstrate mastery of the content?" And if not, then we should ask, "How can I redefine this classroom activity to change how students interact with the content?"
For more information and presentations about the SAMR model, please visit http://hippasus.com/rrpweblog and for Dr. Puentedura's podcasts, visit http://tinyurl.com/aswemayteach.
Reference:
Puentedura, R.R. (2012). About Hippasus. Retrieved from http://hippasus.com/about.html
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